Syracuse City School District
Elementary Science
Grade 4
Living Environment
Essential Question: How can you recognize things?
Benchmark
I.1
I.2
Declarative Knowledge:
To Know
* Living things need oxygen
(from air and water) and
nitrogen (from soil) and
solar energy to survive
* Living things grow,
consume nutrients, breathe,
reproduce eliminate waste,
and die
Vocabulary
thrive
survive
require
nutrient
consume
oxygen
eliminate
waste
solar energy
predict
Procedural Knowledge:
To Do
* Research and/or observe
how animals find food and
obtain air
* Identify and explain why
living things need oxygen,
nitrogen and solar energy –
develop a chart to illustrate
* Observe and record what
living things do (classroom
pet, videos, zoo)
* Write an essay that
compares/contrasts the
differences between living
and non-living things
Use of Knowledge
* Experimental inquiry
* Observation
* Projective investigation
Assessment
* Journals
* Performance tasks
* Presentations
* Reports
Timeline
2-4 Weeks
Year round
observation
2 Weeks
Year round
observation
Syracuse City School District
Elementary Science
Grade 4
Essential Question: How is one generation similar to the previous and the following one?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
To Know
To Do
II.1
* Some traits of living things
* Identify characteristics that
* Classify
are inherited and some are
allow them to classify:
* Compare
learned
- evergreen
* Experimental inquiry
* Some characteristics result
- deciduous
from an individual’s
- types of fruit
interaction with the
- types of bark
environment (scars)
* Use a dichotomus key to
classify plants
* Observe trees and plants
* Classify which traits are
inherited or acquired
* Identify and classify
inherited traits of the 5
major animal groups
II.2
* Plants and animals closely
* Compare plants and animals
resemble their parents and
of same species. Identify
others of their species
variations of traits (e.g.,
* Plants and animals transfer
color, size)
genetic information to their * Research and study trees in
offspring when they
New York State and chart
reproduce
changes on percentages of
types of trees
Vocabulary
* Write an explanation for this
traits
generation
change (cause/effect essay)
characteristics species
environment
parent
adult
offspring
reproduce
evergreen
deciduous
fruit
bark
classify
inherited
mammal
Assessment
* Performance tasks
* Teacher made
assessment
* Projects
Timeline
2-4 Weeks
1 Weeks
Benchmark
Declarative Knowledge:
To Know
reptile
bird
fish
amphibian
variation
dichotomus key
Procedural Knowledge:
To Do
Use of Knowledge
Assessment
Timeline
Syracuse City School District
Elementary Science
Grade 4
Essential Question: How do living things adapt to survive in their environment?
Benchmark
III.1
Declarative Knowledge:
To Know
* Body covering helps some
animals protect themselves
from predators and
environment
* Some animals use sounds
and/or smell to meet their
needs (attracting a mate,
scaring predators, warnings to
other animals)
* Different structures that serve
different functions in growth,
survival and reproduction of
plants
* Plants have adapted to their
environment (e.g., shallow
roots where water is
available, broad leaves for
shade plants, etc.)
* Variations in plants may give
them an advantage in growth
and survival
* Individuals within a species
may compete with each other
for food, mates, space, water
and shelter in their
environment
* All individuals have variations
and because of these
variations, individuals of a
species may have had
Procedural Knowledge:
To Do
* Observe animals (zoo trip,
movies, etc.) and record how
body covering provides
protection from predators and
environment
* Observe and record how sounds
and smells are used to meet
animal needs
* Classify animals
vertebrate/invertebrate,
carnivore/herbivore/
omnivore, cold-blooded/ warmblooded and describe how each
of these is related to survival in
their environment
* Dissect flowers and seeds, label
parts of seed and flower,
describe function and
how these parts enable survival
(color, shape, location, seed
dispersal)
* Match adaptation with
environmental cause
* Set up an environment
conducive to growth and
reproduction
Use of Knowledge
* Classify
* Abstracting
* Invention
* Experimental inquiry
Assessment
* Journals
* Graphic
representations
* Performance
assessment
* Reports
* Teacher assessments
* Experiments and
records
Timeline
4-6 Weeks
Year round
observation
Benchmark
III.2
Declarative Knowledge:
To Know
an advantage in surviving and
reproducing
Vocabulary
decomposer
adaptation
survival
shelter
environment
predator
prey
function
reproduction roots
seedling
pollen
tuber
runners
bulbs
cuttings
petal
bud
scales
feathers
vertebrate
invertebrate
carnivore
herbivore
omnivore
cold-blooded
seed dispersal population
endangered
extinct
producer
consumer
support structure
Procedural Knowledge:
To Do
* Investigate, observe and record
animal behavior in regard to
food, mates, water, shelter (zoo,
video, etc.)
* Investigate what happens to
plants when they become too
crowded
* Observe characteristics of
species that are “survivors”
* Write a lab report on one of
your investigations; include a
chart or graph
Use of Knowledge
Assessment
Timeline
Syracuse City School District
Elementary Science
Grade 4
Essential Question: What sustains the continuity of life?
Benchmark
IV.1
IV.2
Declarative Knowledge:
To Know
* Plant and animal life cycles
* Food supplies the energy
necessary for growth and
repair
Vocabulary
reproduction
stages of development
species
variable
Procedural Knowledge:
Use of Knowledge
To Do
* Sequence stages of life cycle * Compare
in all 5 animal groups
* Constructing support
* Compare stages of
development and life span
among several species of
animals
* Organize and present data on
life cycle and span in form of
graphs or tables
* Research and compare the
* Experimental inquiry
life expectancy in different
countries and explain how
food supply affects the life
cycle
* Chart a specific animal’s
food chain and
predict/explain the effects of
omitting one part in the chain
* Record data in an organized
manner
Assessment
* Journals
* Performance
assessments
* Teacher made
assessments
* Graphic
representatives
* Experiments and
results
Timeline
4-6 Weeks
2-4 Weeks
Syracuse City School District
Elementary Science
Grade 4
Essential Question: How do plants and animals respond to their environment?
Benchmark
V.1
V.2
Declarative Knowledge:
To Know
* An organism’s external
physical features enable it to
carry out its life functions in
its environment
* Plants and animals adapt to
meet their needs
- fat storage
- thick coats
- camouflage
- hibernation
- migration
- leaf movement
- seed germination and
dispersal
* Senses can provide essential
information
Vocabulary
environment
function
organism
shelter
adaptation
camouflage
hibernation
migration
germination
seed dispersal
balanced diet cleanliness
drugs
tobacco
alcohol
health
exercise
physical feature
Procedural Knowledge:
To Do
* Investigate and explain how
animal and plant parts change
to meet the needs of the
organism
* Chart different physical
features caused by altering
environmental factors
* Identify ways in which plants
and animals change to meet
their needs
* Explain how senses are used to
provide information about the
environment (danger, food,
mate)
* Create an imaginary animal –
name it, where it lives, its
environment and physical
adaptations that the animal
needs to survive in that
environment
Use of Knowledge
* Deductive reasoning
* Inductive reasoning
* Compare
Assessment
* Journals
* Performance
assessments – student
animal presentation
* Teacher made
assessments
* Reports
Timeline
1 Week
2 Weeks
Syracuse City School District
Elementary Science
Grade 4
Essential Question: What is the relationship between plants, animals, and their environment?
Benchmark
VI.1
VI.2
Declarative Knowledge:
To Know
* All animals depend on
plants for food, other
animals (predators) eat
animals (prey)
* An organism’s pattern of
behavior is related to its
environment, population,
availability of food, traits
* As environment changes,
some organisms survive,
some die; some move to
new locations
* Plants are producers -they
provide basic food supply
for themselves and for
animals
* Decomposers are plants or
animals that play a vital role
in recycling nutrients
* Heat energy from the sun
powers the water cycle
* Food chains and food webs
* Role of decomposers in the
food chain and in recycling
* Sun powers the water cycle
Procedural Knowledge:
To Do
* Construct food chains and
food webs
* Distinguish and explain
different characteristics of
herbivore, carnivore,
omnivore
* Explain the importance of
the sun as a source of energy
* Observe and record how
changes in environment
affect changes in plant and
animal - organize data
* Identify plants eaten by
common animals
* Observe and record
decomposition over a period
of time
* Construct a model to explain
the water cycle
Use of Knowledge
* Inductive reasoning
* Compare
* Classify
* Constructing support
* Invention
Assessment
Timeline
* Journals
* Performance
assessment
* Reports
* Teacher assessments
2-4 Weeks
2-4 Weeks
Benchmark
Declarative Knowledge:
To Know
Vocabulary
producer
predator
decomposer
prey
consumer
environment
population
water cycle
food chain
food web
decomposition
herbivore
carnivore
omnivore
depend
Procedural Knowledge:
To Do
Use of Knowledge
Assessment
Timeline
Syracuse City School District
Elementary Science
Grade 4
Essential Question: Are human decisions and activities helpful or harmful?
Benchmark
VII.1
Declarative Knowledge:
To Know
* Identify ways humans use
their environment to meet
their needs
* Describe changes in
environment resulting from
human action
* Humans need a variety of
healthful foods, exercise,
and rest in order to grow
and maintain good health
* Good health habits include
hand washing and personal
cleanliness, avoiding
harmful substances,
engaging in regular
exercise, eating a balanced
diet
Vocabulary
recycling
pollution
environment
preservation
Procedural Knowledge:
To Do
* Observe and research the use
of natural materials in
meeting human needs
* Research ways humans have
negatively affected
environment and write what
actions/steps need to be
taken to reverse the effects
* Write a constructed response
describing actions humans
are taking to preserve the
environment
* Identify elements of a
healthy life style
* Investigate and research the
effects of drugs, alcohol, and
tobacco on humans
Use of Knowledge
Assessment
Timeline
* Problem solving
* Historical investigation
* Projective investigation
* Experimental inquiry
* Journals
* Reports and projects
* Teacher assessments
2 Weeks
On going
observation
Syracuse City School District
Elementary Science
Grade 4
Physical Setting
Essential Question: How can the movement of the Earth and celestial bodies be observed and measured over time? What impact does this
movement have on daily life?
Benchmark
I.1
Declarative Knowledge:
To Know
* Moon rises and sets in a
different pattern than the
Sun
* Sun is the center of our
Solar System
* Earth is nearly spherical
* Eclipses occur when one
celestial body blocks the
light of the sun
Vocabulary
solar system
sphere
celestial body
sunrise
moon rise
moon phase
planet
spherical
eclipse
sunset
moon set
Procedural Knowledge:
To Do
* Explain and build a model
the Solar System
* Research dates of eclipses
(past and future)
* Model eclipses (camera
obscure)
Use of Knowledge
* Investigation
Assessment
* Performance tasks
* Graphs and charts
Timeline
2-3 Weeks
On going
observation
Syracuse City School District
Elementary Science
Grade 4
Essential Question: How do air, water, and land interact?
Benchmark
II.1
Declarative Knowledge:
To Know
* Weather can be described
and measured by
temperature, wind speed,
and direction, precipitation,
sky conditions
* Water is recycled by natural
processes on Earth
- evaporation
- condensation
- precipitation
- runoff
- ground water
* Hazardous weather
* Air and water break down
earth materials
* Pieces of earth materials
moved by air, water, wind,
gravity
* Pieces of earth material
deposited in different places
* Soil composed of broken
down pieces of living and
non-living earth material
* Extreme natural events
(floods, fires, earthquakes,
etc.) may have positive or
negative impacts on living
things
Procedural Knowledge:
To Do
* Measure and graph
temperature using Fo and Co
(stress Fo for weather, Co for
science)
* Measure wind speed and
direction (anemometer,
windsock, Beauford scale)
* Describe the effects of
precipitation on land
(erosion)
* Build a model, diagram,
explaining the water cycle
* Identify safety procedures
during storms
* Distinguish characteristics
among thunderstorms,
tornados, hurricanes,
lightening, thunder, wind
* Describe or model effects of
wind and water on earth
material (erosion table)
* Observe and describe effects
of air and water on Earth
materials found locally
(problems in streams, eroded
stream or lake shores, wind
Use of Knowledge
* Compare
* Classify
* Deductive reasoning
* Investigation
Assessment
Timeline
* Performance tasks
* Journals
* Graphs
* Charts
* Teacher assessments
4-6 Weeks
On going
observation
Benchmark
Declarative Knowledge:
To Know
Vocabulary
weather
wind speed wind direction
humidity
wind chill
precipitation water cycle
evaporation condensation
water vapor run off
ground water hazardous
texture
deposit
smoothness
natural disaster
anemometer gram
wind sock
Beauford scale
thunderstorm tornado
hurricane
lightening
thunder
property
weight
hardness
luster
Procedural Knowledge:
To Do
damage to fields, trees)
* Classify rocks according to
properties (hardness, weight,
smoothness, color, luster)
(it is not necessary to know
scientific names)
* Examine soil under a
magnifying lens
* Describe contents of soil
* Research and collect
information on natural
disasters
* Using document-based
information, write about the
causes and effects of a
specific natural disaster
Use of Knowledge
Assessment
Timeline
Syracuse City School District
Elementary Science
Grade 4
Essential Question: How can matter be described?
Benchmark
III.1
Declarative Knowledge:
To Know
* Matter takes up space and has
mass
* Matter has properties that can
be observed
* Measurements can be made
with standard and nonstandard units
* The materials an object is
made up of determine some
specific properties of the
object (sink/float,
conductivity, magnetism
* Some properties of an object
are dependent on the
conditions of the present
surroundings in which the
object exists (temperature,
moisture, light)
Procedural Knowledge:
To Do
* Describe and classify objects
according to properties
observed by senses
* Investigate, predict and record
volume of a solid through water
displacement
* Measure mass using pan
balance (accurate to gram)
* Measure length (accurate to
quarter inch/centimeter)
* Measure volume accurately to 5
millimeters
* Predict, investigate, and record
properties that determine
buoyancy, conductivity,
magnetism
* Measure and observe using
tools such as hand lens, metric
rulers, thermometers, balances,
magnets, circuit testers,
graduated cylinders
* Investigate and record how
conditions in the surroundings
can affect properties of an
object (hot/cold, wet/dry, light)
* Write one of the
experiments/measurement
activities into a lab; include
chart/graph and analysis of
information
Use of Knowledge
* Compare
* Classify
* Experimental
investigation
* Induction
* Deduction
Assessment
* Performance tasks
* Lab activities
* Teacher made
assessments
Timeline
2-4 Weeks
Benchmark
III.2
Declarative Knowledge:
To Know
* Matter exists in three states:
solid, liquid, gas
Vocabulary
matter
ounce
space
cup
mass
pint
volume
quart
standard unit
gallon
property
liquid
gram
solid
gram
gas
kilogram
float
pound
buoyancy
ounce
conductivity
metric
magnetism
inch
metric ruler
foot
thermometer
yard
hand lens
meter
centimeter
liter
milliliter
water displacement
chemical change
physical change
graduated cylinder
Procedural Knowledge:
To Do
* Identify and describe
characteristics of matter as
solid, liquid or gas – know
properties of each
* Investigate the affect of
temperature on the state of
matter
* Observe and describe
changes in properties of
matter (color, shape, mass,
temperature, size, etc.)
* Identify changes as chemical
or physical and explain the
cause/effect of each
Use of Knowledge
Assessment
Timeline
2-4 Weeks
Syracuse City School District
Elementary Science
Grade 4
Essential Question: How does energy change things?
Benchmark
IV.1
IV.2
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
* Energy exists in different
forms: heat, electricity, sound,
chemicals, mechanical energy,
light
* Energy can be transferred from
one place to another
* Some materials transfer energy
better than others
* Energy and matter interact:
water evaporated by sun’s
heat; a bulb is lighted by
means of an electrical current;
a musical instrument is played
to produce sound
* Electricity travels in a closed
circuit
* Heat can be released by
burning, friction, or combining
one substance with another
* Interactions with forms of
energy can be either helpful or
harmful
* Everyday events involve one
form of energy being changed
to another
* Humans utilize interactions
between matter and energy
* List common interactions of
energy and matter (lights,
computers, cars, scooters,
bodily movement, cooking) –
identify and classify type types
of energy used
* Experiment with materials that
conduct electricity and radiate
heat
* Measure and graph the
temperature (to nearest degree
C & F) of solids and liquids
* Experiment with materials
which are insulators
* Build and test closed circuits
* Identify and investigate ways
in which heat can be released
* Determine safety rules for
working with various forms of
energy
* Investigate ways energy is
converted:
- food to heat and motion
- sun warming air and water
* Identify ways humans use
energy
Use of Knowledge
* Compare
* Classify
* Experimental
inquiry
* Inductive reasoning
* Deductive reasoning
Assessment
* Performance tasks
* Lab activities
* Teacher made
assessments
* Graphs/charts
Timeline
4-6 Weeks
1 Week
Benchmark
Declarative Knowledge:
To Know
Vocabulary
energy
chemical
physical
transfer
interact
friction
matter
radiate
insulate
converted
electrical current
closed circuit
Procedural Knowledge:
To Do
Use of Knowledge
Assessment
Timeline
Syracuse City School District
Elementary Science
Grade 4
Essential Question: How do energy and matter interact to create change in motion?
Benchmark
V.1
Declarative Knowledge:
To Know
* The position or direction of
motion of an object can be
changed by pushing or pulling
* The force of gravity pulls
objects toward the center of
Earth
* The amount of change in the
motion of an object is affected
by friction
* Magnetism is a force that may
attract or repel certain
materials
* Mechanical energy may cause
change in motion through the
application of force and
through the use of simple
machines (gears, pulleys,
levers, inclined planes, wheels
and axles)
* The greater the force the
greater the change in motion
Procedural Knowledge:
To Do
* Investigate and record the
amount of energy needed to
push or pull an object; explain
differences
* Experiment with ways to
“beat” gravity – paper air
planes, bouncing balls,
building
* Experiment with the motion of
objects on different surfaces
and evaluate results
* Classify what materials attract
or repel a magnet
* Investigate and explain the
change in motion which occurs
when an inclined plane (ramp)
is raised or lengthened
* Investigate the change in
motion which occurs when the
surface material, angle, or
length of a ramp is changed or
when the weight of an object is
changed
* List and classify simple
machines
* Investigate the variables of
distance and mass on the force
used to move an object
Use of Knowledge
* Experimental inquiry
* Invention
* Inductive reasoning
* Deductive reasoning
Assessment
* Performance tasks
* Lab activities
* Teacher made
assessments
Timeline
4-6 Weeks
Benchmark
V.2
Declarative Knowledge:
To Know
* Force of gravity and
magnetism on objects
decreases as distance increases
* The forces of gravity and
magnetism can affect objects
through gases, liquids, and
solids
Vocabulary
force
mass
acceleration machine
pole
attract
repel
gravity
magnetism gear
pulley
lever
ramp
surface
angle
height
friction
inclined plane
mechanical energy
simple machine
axle and wheels
Procedural Knowledge:
To Do
* Record the change in magnetic
force when distance is
increased
* Explain the force of gravity
when distance is increased
* Predict and explain the force
magnetism through various
solids, liquids, gases
* Compare/contrast the force
gravity exerts through various
solids, liquids, gases
* Write one of the experiments
into a lab; include graph or
charted information
Use of Knowledge
Assessment
Timeline
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Scientific Inquiry/Mathematical Analysis
Essential Question: What do I need to know? How can I find out?
Benchmark
I.1
II.1
Declarative Knowledge:
To Know
* Formatting of questions
who, what, where, when,
why
* Tools to record observations
- graphs
- charts
- drawings and labeling
- narratives
* Recognize similarities and
differences
* Roles of cooperative groups
- facilitator
- materials manager
- observer
- recorder
Procedural Knowledge:
To Do
* Develop and answer
appropriate questions to seek
greater understanding of
observed objects and events
* Record observations and
develop relationships
- graphs
- charts
- drawing & labeling
- narratives
* Compare and contrast
personal observations with
others
* Work in cooperative groups
* Scientific tools used for
measuring
- thermometer
- beakers, cups, etc.
- linear measurement
- scales
- time
* Sequence of events of the
plan
* Create, share and carry out
plans for explaining
phenomena. Indicate
- materials
- procedure
- data collection
through observation and use
of simple measurement
tools
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Investigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Comparison
* Classification
* Experimental inquiry
* Projective investigation
* Invention
* Problem solving
* Induction
* Deduction
* Constructing support
Assessment
* Teacher observation
* Performance
assessment
* Teacher made/or
program assessment
* Records
* Graphs
* Charts
* Labs
Timeline
On going
Benchmark
III.1
Declarative Knowledge:
To Know
* The format of graphic
organizers
* Inferences gained from data
collection
- patterns
- sequences
* Oral presentation skills,
listening skills
* Editing and revising
Vocabulary
observe
label
graph
facilitator
recorder
compare
contrast
procedure
data
predict
conclusion
hypothesis
edit
revise
diagram
materials
materials manager
Procedural Knowledge:
To Do
* Organize observations
through use of simple charts
and tables
* Develop conclusions based
on interpretation of data
* Share, listen and compare
findings with others
* Modify findings if
necessary
* Write observations, data,
conclusions into lab reports
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Ivestigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
Assessment
* Teacher observation
* Performance
assessment
* Teacher program
assessment
* Records
* Graphs
* Charts
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How many? How much? How do you know?
Benchmark
I.1
Declarative Knowledge:
To Know
* Understand appropriate
concepts of addition,
subtraction, multiplication
and division
II.1
* The process of inductive
and deductive reasoning
III.1
* The correct use of scientific
manipulative materials
Vocabulary
addition
subtraction
multiplication
division
tool
thermometer
scale
ruler
measurement
Procedural Knowledge:
To Do
* Select appropriate
operations and apply
mathematical skills needed
to solve problems in the
natural world and in science
experiments/labs
* Develop conclusions based
on simple logical reasoning
* Select appropriate scientific
tool to solve problems
- thermometer
- scale
- ruler
- microscope
- balance scale
- beaker
- anemometer
- meter stick
Use of Knowledge
Assessment
* Compare
* Abstract
* Problem solving
* Experimental inquiry
* Teacher observation
* Performance
assessment
* Teacher model or
program assessment
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Abstracting
* Teacher observation
* Science labs
* Invention
* Experimental inquiry
* Deductive reasoning
* Compare
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How can matter be described?
Benchmark
PS III.1
PS III.2
Declarative Knowledge:
To Know
*Matter has properties
* Objects can be sorted or
classified according to
their properties
* Measurement can be
made with standard and
non-standard units
* Matter can change
Procedural Knowledge:
To Do
* Observe with eyes and
magnifiers
* Understand color hardness,
weight and size
* Match colors
* Categorize hard/soft
* Name colors
* Sort by shape
* Classify by color
* Seriate height
* Classify wet/dry, heavy/light
* Sort objects by sink/float
* Measure with standard and
non-standard units
* Use and observe rulers,
thermometers balances,
magnets and graduated
cylinders
* Participate in baking activities
* Observe snow melting
* Freeze water
* Help make play dough
* Dissolve
Use of
Knowledge
* Observe
* Classify
* Compare
* Induction
Assessment
* Teacher
observation
* Teacher
observation
Timeline
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: What makes it work? How can I make it?
Benchmark
I.1-5
Declarative Knowledge:
To Know
* Attributes or features of
given object that could be
modified
* Process of researching
information
* Process of prioritizing
possible solutions
* Process of design,
construction, and model
building
Vocabulary
attribute
feature
research
design
construct
model
solution
efficient
Procedural Knowledge:
To Do
* Identify objects and their
features that could be
improved upon making them
more efficient; construct
model
* Research history behind the
design of an object; write
report
* Brainstorm possible
technical solutions, evaluate
each and select best choice
* Create age appropriate
design, build and test model
and revise if necessary
Use of Knowledge
* Decision making
* Investigation
* Experimental inquiry
* Invention
* Problem solving
Assessment
* Performance task
* Reports/charts/
graphs/designs
* Inventions
Timeline
On going