Fourth Grade
2013-2014 Science Curriculum Guide
New Hanover County Schools
Purpose and Use of the Documents
The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers
in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as
a tool to assist teachers in planning and implementing a high quality instructional program.
The “At- a- Glance” provides a snapshot of the recommended pacing of instruction across a semester or year.
Learning targets (“I can” statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down
each standard and describe what a student should know and be able to do to reach the goal of that standard.
The academic vocabulary is listed under each standard.
The unpacking section of the Curriculum Guide contains rich information and examples if what the standard means; this section is
essential component to help both teachers and students understand the standards.
Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides.
Created by members of the 3-5 Curriculum Guide Team: Lauren Conn, Andrea Zwally, and Buffy Constantine
Fourth Grade Science Curriculum Guide
FORCES AND MOTION
Essential Standard:
4.P.1 Explain how various forces affect the motion of an object.
Clarifying Objective:
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.
Unpacking: What does this standard mean that a student will know and be able to do?
4.P.1.1 Students know that a magnet pulls on all things made of iron without touching them, and that this pulling can result in motion. Students
know that a magnet attracts some metals, but not all of them. Students know that a magnet has a force field and poles that determine how a metal
affected by the magnet will behave within its field.
4.P.1.2 Students know that an object that has been electrically charged pulls or pushes on all other charged objects and that this can result in
motion. Students know that electrical charges can result in attraction, repulsion or electrical discharge.
I Can Statements:
I can explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them.
I can explain how electrically charged objects push or pull on other electrically charged objects and produce motion.
Essential Vocabulary:
magnet, magnetism, pole, discharge, attraction, repulsion, force, repel, motion, force field, positive, negative, resistance
Identify Student Misconceptions using Formative Assessment Probe Books (by Paige Keeley)
* Formative probes should be adapted to a format that is suitable for your grade level and students
Does It Have to Touch? (PS-V1-p75)
Magnets In Water (V4-p67)
Talking About Forces (PS-V1-p71)
DE Science Techbook Resources:
Unit: Size and Shape of Matter Concept: Size and Shape
Click on Model Lessons and then DE Resources on left hand side for:
Glossary Terms
Reading Passages
Writing Activities
Videos
Hands On Activities
E Books
Online Explorations
Brief Constructed Response
Science Kit Resources (Electric Circuits Kit) (Magnetism/Light Kit):
Energy/Light/Magnetism Kit on Techbook:
Light Speed
Reflection
Refraction
Forms of Energy
Properties of Matter
Energy in the Classroom
Electric Circuits Kit:
Building a Circuit
Conductors and Insulators
Making a Filament
Exploring Series and Parallel Circuits
Learning about Switches
Other Resources:
http://www.internet4classrooms.com/science_elem_magnets.htm
http://www.bnl.gov/slc/interactivewebsites.asp#Magnets
http://www.school-for-champions.com/science/magnets.htm
http://www.mcrel.org/whelmers/whelm07.asp
Activities:
-Given various metal objects in a bag students will test each object and record their results.
-“Stuck on You!” and “Push!! Pull!!” (What do magnets do? and What can affect the push or pull exhibited by a magnet?) NCDPI Curriculum Unit:
Magnetism and Electricity
-Make “noodle racers” and add a magnet to one end. Check to see the “push or pull of the magnet”.
-Using a magnet see if it will pick up iron from cereal.
-“Electromagnets” and “Let’s Crank it Up!” (Creating an electromagnet and describe how magnetism can be used to produce electricity.) NCDPI
Curriculum Unit: Magnetism and Electricity
Matter: Properties and Change
Essential Standard:
4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction.
Clarifying Objective:
4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity,
ability to be attracted by magnets, reactions to water and fire).
4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage, and streak.
4.P.2.3 Classify rocks as metamorphic, sedimentary, or igneous based on their composition, how they are formed and the processes that create
them.
Unpacking: What does this standard mean that a student will know and be able to do?
4.P.2.1 Students know that samples of matter have many observable properties that can be measured. Students know that samples of matter can be described
according to the characteristics of the materials they are made from. Students are familiar with, and can test for the following properties: strength, hardness,
flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water (dissolve) and heat/fire (melt, evaporate).
Students know that minerals can be identified by using particular tests. Students know how to perform tests for hardness and streak. Students are able to describe
the color, luster, and cleavage of a mineral.
Students know that rocks are classified as metamorphic, igneous or sedimentary, and that these classifications are based on the processes that created the rock.
Igneous rocks are formed from molten rock. Sedimentary rocks are formed from deposited rock particles (sediments) that are then compacted. Igneous and
sedimentary rocks can be transformed into metamorphic rocks through the application of heat and pressure over long periods of time.
I Can Statements:
I can compare the physical properties of samples of matter.
I can explain how minerals are identified using tests for the physical properties of hardness, color, lust, cleavage and streak.
I can classify rocks as metamorphic, sedimentary, or igneous based on their composition, how they are formed and the processes that
create them.
Essential Vocabulary:
Physical, Property, Matter, Strength, Hardness, Flexibility, Conduct, Reaction, Composition, Mineral, Color, Luster, Cleavage, Metamorphic,
Sedimentary, Igneous, Sediment, Observable, Molten, Deposit, Compacted, Transform, Streak
Identify Student Misconceptions using Formative Assessment Probe Books (by Paige Keeley)
* Formative probes should be adapted to a format that is suitable for your grade level and students
Ice Cubes in a Bag (V1-p49)
Is It Matter? (V1-p79)
Lemonade (V1-p55)
The Rusty Nails (V1-p91)
DE Science Techbook Resources
Unit: Matter and Energy Concept: Review of Matter
Unit: Minerals, Rocks and Fossils Concept: Classifying Rocks, Rocks, Minerals
Click on Model Lessons and then DE Resources on left hand side for:
Glossary Terms
Reading Passages
Writing Activities
Videos
Hands On Activities
Science Kit Resources (Rocks and Mineral Kit):
Observing Rocks: How are they the Same and Different?
Learning More about Rocks
Discovering Minerals
Observing Minerals: How are they the Same and Different?
Mineral Profile Sheets to Describe Properties
Other Resources/Activities
-Divide students into cooperative learning groups and give each group 4-5 objects to test. Have students create an organizer to
predict/test/summarize each material. Set up testing stations at different locations. Students will predict how the matter will react to the different
test, and then test each item. Student will record their findings. Each team will choose one item to describe in writing and fellow classmates will
try to identify the materials by the description.
-Students will create a “Matter” book where they will draw pictures or cut pictures from magazines (classify items) unto the three pages of the
book labeled “Solids”, “Liquids” and “Gases”.
-Working in pairs, students will create their own experiment to test and identify properties of five different materials. Share with the class their
experiment, procedures and results.
-Students will bring In rocks and observe and test them. In their science journals they will use a graphic organizer to list the properties of the rocks.
Rock Vocabulary Stomp
“Rocks” (stomp foot)
“Are formed in three ways”(clap hands one time to each word)
“Igneous” (Both hands show an erupting volcano)
“Sedimentary” (Arms folded and patted into a layer)
“Metamorphic” (Rubbing hands together on metamorphic then fingers folded and pressure applied on. Heat and pressure.
Energy: Conservation and Transfer
Essential Standard:
4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.
Clarifying Objective:
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.
4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected,
refracted, and absorbed.
Unpacking: What does this standard mean that a student will know and be able to do?
4.P.3.1
Students know basic forms of energy: light, heat, sound, electrical, and energy of motion.
Students know that electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a
bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal
energy).
4.P.3.2
Students know that light travels in a straight line. Students know that light can be refracted, reflected, and/or absorbed.
I Can Statements:
I can recognize basic forms of energy as the ability to change motion or create change.
I can recognize that light travels in a straight line until it strikes an object or travels from one place to another.
I can recognize that light can be reflected, refracted, and absorbed.
Essential Vocabulary:
Energy, Light, Heat, Thermal Energy, Medium, Reflect, Refract, Absorb, Electricity, Electrical Circuit, Magnetic
Identify Student Misconceptions using Formative Assessment Probe Books (by Paige Keeley)
* Formative probes should be adapted to a format that is suitable for your grade level and students
Can It Reflect Light? (V1-p25)
Apple In the Dark(V1-p31)
Birthday Candles (V1-p37)
Mirror on the Wall (V3-p51)
DE Science Techbook Resources
Unit: Matter and Energy Concept: What is Energy, Thermal Energy, Forms of Energy
Unit: Investigating Light Concept: Light Energy, Refraction, Reflection
Unit: Static Electricity and Magnetism Concept: Magnets
Click on Model Lessons and then DE Resources on left hand side for:
Glossary Terms
Reading Passages
Writing Activities
Videos
Hands On Activities
Science Kit Resources (Rocks and Mineral Kit) **You may have done some of these already, however if you did not get to some they also
fit here
Building a Circuit
Conductors and Insulators
Exploring Series and Parallel Circuits
Learning about Switches
What is Inside a Light bulb
Making a Filament
Other Resources and Activities:
-Compare the different forms of energy by using different materials.
-Create an electromagnet using batteries, wires, and iron nails.
-Create different types of circuits and incorporate the bell.
-Create a model using index cards, construction paper, wood, and a flashlight.
-Use various materials and a flashlight to observe how light interacts.
-Place a pencil, spoon, and a dowel in a cup of water and observe the shape of the matter.
The Earth in the Universe
Essential Standard:
4.E.1- Explain the causes of day and night and phases of the moon.
Clarifying Objective:
4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis.
4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth.
Unpacking: What does this standard mean that a student will know and be able to do?
4.E.1.1
Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays from the sun while the other side is in
darkness (day/night). This rotation occurs over a 24-hour period.
4.E.1.2
Students know that the moon rotates and revolves around the Earth. The moon’s appearance (phase) is determined by its position relative to the Earth and the
Sun. The appearance of the moon changes in a specific pattern and repeats this sequence over the course of approximately 28 days. During part of this cycle, the
moon’s visible portion appears to grow larger (waxes). This is followed by a period during which the moon’s visible portion appears to reduce in size (wanes).
Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter.
I Can Statements:
I
I
I
I
can
can
can
can
exp lain t h e cau se o f d ay an d n ig h t as a r esu lt o f t h e r o t at io n o f t h e Ear t h .
d escr ib e t h e ef f ect o f t h e Ear t h ’s r o t at io n o n d ay an d n ig h t .
d em o n st r at e r o t at io n w it h a m o d el o f t h e Ear t h an d Su n .
exp lain t h e m o n t h ly ch an g es in t h e ap p ear an ce o f t h e m o o n .
Essential Vocabulary:
Mo o n , Cycle, Ro t at io n , Or b it , Axis, Revo lve, Ap p ear an ce, Ph ase, New Mo o n , Fir st Qu ar t er , Fu ll Mo o n , Last Qu ar t er ,
Cycle
Identify Student Misconceptions using Formative Assessment Probe Books (by Paige Keeley)
* Formative probes should be adapted to a format that is suitable for your grade level and students
What Causes Night and Day? (AS-p21)
Chinese Moon (AS-p123)
Gazing at the Moon (V1-p177)
Earth or Moon Shadow? (AS-p103)
Emmy's Moon and Stars (V2-p177)
Crescent Moon (AS-p127)
Darkness at Night (V2-p171)
Going Through a Phase (V1-p183)
Moonlight (V4-p161)
DE Science Techbook Resources
Unit: Earth and Moon Phases Concept: Moon Phases, The Cycle of Day and Night
Click on Model Lessons and then DE Resources on left hand side for:
Glossary Terms
Reading Passages
Writing Activities
Videos
Hands On Activities
Other Resources and Activities:
http://nhcs-science.wikispaces.com/Fourth+Grade+Science
http://studyjams.scholastic.com/studyjams/index.htm
Star Lab offered through the Cape Fear Museum
Earth’s History
Essential Standard:
4.E.2- Understand the use of fossils and changes in the surface of the earth as evidence of the history of the Earth and its changing life forms.
Clarifying Objective:
4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms.
4.E.2.2 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.
4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such
as landslides, volcanic eruptions, and earthquakes.
Unpacking: What does this standard mean that a student will know and be able to do?
4.E.2.1
Students know that fossils are evidence of living organisms that once existed on Earth. Students know that fossils share some characteristics based on where,
how, and from what they formed. Students know that some organisms that lived long ago are similar to existing organisms, but some are quite different. Students
know that organisms that are alive today, will, under the right conditions, leave fossil evidence.
4.E.2.2
Students know that fossils provide information about the environmental conditions that existed when the fossil organism was alive, as well as information about
where, when and how, the organism lived.
4.E.2.3
Students know that the surface of the earth changes over time. Students know that there are many factors that contribute to these changes. Students know that
such changes may be slow or rapid, subtle or drastic. Erosion and weathering are processes that change the Earth. Wind, water (including ice), and chemicals
break down rock and can carry soil from one place to another. Under the right conditions, gravity can cause large sections of soil and rock to move suddenly down
an incline. This is known as a landslide. Volcanic eruptions occur when heat and
pressure of melted rock and gases under the ground cause the crust of the Earth to crack and release these materials. Solid rock can deform or break if it is
subject to sufficient pressure. The vibration produced by this is called an earthquake.
I Can Statements:
I can compare fossils to one another and to living organisms using molds, casts, and preserved parts of plants and animals.
I can make inferences about what the Earth’s early environment by examining fossils of plants and animals that lived long ago.
I can express changes in the earth over time by noting the factors that led to the changes.
I can identify the changes in earth’s surface caused by landslides, volcanic eruptions, and earthquakes.
Essential Vocabulary:
Volcano, Surface, Mold, Cast, Preserved, Organism, Fossil, Erosion, Weathering, Landslide, Volcanic Eruption, Earthquake, Deposition,
Existing, Evidence, Chemical, Soil, Subtle, Drastic, Rapid, Gravity, Incline, Pressure, Crust, Vibration
Identify Student Misconceptions using Formative Assessment Probe Books (by Paige Keeley)
* Formative probes should be adapted to a format that is suitable for your grade level and students
Mountain Age (V1-p169)
Beach Sand (V1-p163)
Where Does Oil Come From? (V4-p151)
Mountaintop Fossil (V2-p165)
DE Science Techbook Resources:
Unit: Minerals, Rocks and Fossils Concept: Fossils
Unit: Shaping the Earth’s Surface Concept: Earthquakes, Erosion and Deposition, Volcanoes
Click on Model Lessons and then DE Resources on left hand side for:
Glossary Terms
Reading Passages
Writing Activities
Videos
Hands On Activities
Science Kit Resources (Land and Water Kit) (Fossils Kit):
Fossil Kit
 Make a Fossil
 Written in Stone- Teacher Guide
 Written in Stone- Student Guide
Land and Water:
The Water Cycle
Modeling Rain on Land
Where Does the Water Go?
Where Does the Soil Go?
Rushing Rivers: Exploring Flow
Hills and Rocks
Dams
Exploring Slopes
Plants: Protecting Sloped Land from Erosion
Other Resources and Activities:
http://nhcs-science.wikispaces.com/Fourth+Grade+Science
http://studyjams.scholastic.com/studyjams/index.htm
Jo u r n al t h e ch an g es seen in b ef o r e/af t er p ict u r es an d o t h er r ep r esen t at io n s o f t h ese r ap id ch an g es.
Illu st r at e w h at ch an g es in t h e ear t h ’s su r f ace cau se vo lcan o es, ear t h q u akes, an d lan d slid es.
Co m p ar e an d co n t r ast f o ssils f r o m livin g o r g an ism s t o d ay.
Wr it e a st o r y ab o u t a n ew ly d isco ver ed f o ssil an d w h at o r g an ism it b elo n g ed t p .
Ecosystems
Essential Standard:
4.L.1- Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing
habitats.
Clarifying Objective:
4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful.
4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment.
4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees
and shrubs to prevent flooding and erosion).
4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in
changing habitats.
Unpacking: What does this standard mean that a student will know and be able to do?
4.L.1.1
Students know that for any particular environment, some kinds of plants and animals survive well, some survive less well and some do not survive at all. When the
insect population grows in an area that is frequented by insect eating birds, this is advantageous for the birds. Conversely, if the insect populations are decreased
by disease in a similar scenario, the population of birds would be stressed and likely, reduced.
4.L.1.2
Students know that animals collect information about the environment using their senses. Animals also exhibit instinctive (inborn) behaviors that help them to
survive. Students know that in animals, the brain processes information, and signals the performance of behaviors that help the organism survive.
4.L.1.3
Students know that humans can adapt their behavior in order to conserve the materials and preserve the ecological systems that they depend on for survival.
4.L.1.4
Students know that there is variation among individuals of one kind within a population. Students know that sometimes this variation results in individuals having
an advantage in surviving and reproducing. Survival advantage is not something that is acquired by an organism through choice; rather it is the result of
characteristics that the organism already possesses.
I Can Statements:
I can explain changes in an organism’s environment.
I can demonstrate ways that animal behavior meets their needs in the response to their environment.
I can explain ways human behavior adapts to changing habitats.
I can distinguish ways that animal adaptations happen by chance and increase the chance of survival.
Essential Vocabulary:
Harmful, Community, Survival, Waste, Adaptation, Beneficial, Habitat, Instinct, Population, Environment, Learned Behavior, Inherited
Behavior, Recycling, Flooding, Reproduce, Advantage, Animal, Plant, Disease, Behavior, Ecological Systems, Preserve, Conserve, Variation,
Survival Advantage
Identify Student Misconceptions using Formative Assessment Probe Books (by Paige Keeley)
* Formative probes should be adapted to a format that is suitable for your grade level and students
Functions of Living Things (V1-p147)
Is It "Fitter"? (V4-p119)
Is It Food for Plants? (V2-p113)
DE Science Techbook Resources:
Unit: Changes in Ecosystems Concept: Adaptation, Short Term Changes in Ecosystems, Long Term Changes in Ecosystems, Population
Changes
Click on Model Lessons and then DE Resources on left hand side for:
Glossary Terms
Reading Passages
Writing Activities
Videos
Hands On Activities
Science Kit Resources (Animal Adaptation Kit):
Bear
Raccoons
Beaver
Reptilian Requirements
Great Horned Owl Pellets
Tools of the trade
Wondering Warblers
Other Resources and Activities:
http://nhcs-science.wikispaces.com/Fourth+Grade+Science
http://studyjams.scholastic.com/studyjams/index.htm
Compare/contrast the positive and negative effects on an environment and the impact it has on the environment.
Analyze ways animals collect information about their environment using their senses.
Make connections between instinctive and learned behaviors.
Write a newspaper article describing how human behavior changes in response to the changing environment. (e.g., recycling wastes,
establishing rain gardens, planting trees and shrubs to prevent flooding and erosion)
Write a research paper on an animal from NC.
Molecular Biology
Essential Standard:
4.L.2- Understand food and the benefits of vitamins, minerals and exercise.
Clarifying Objective:
4.L.2.1 Classify substances as food or non-food items based on their ability to provide energy and materials for survival, growth, and repair of the
body.
4.L.2.2 Explain the role of vitamins and minerals, and exercise in maintaining a healthy body.
Unpacking: What does this standard mean that a student will know and be able to do?
4.L.2.1
Students know that living things derive their energy from food. Plants produce their own food, while other organisms must consume plants or other organisms in
order to meet their food (energy) needs.
4.L.2.2
Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Students know that vitamins and minerals are found in
healthy foods, as well as dietary supplements. Students also know that movement is essential to the growth, development and maintenance of the human body
and its systems.
I Can Statements:
I can d if f er en t iat e b et w een f o o d an d n o n -f o o d it em s b y t h eir ab ilit y t o p r o vid e en er g y.
I can u n d er st an d h o w t o m ain t ain a h ealt h y b o d y.
Essential Vocabulary:
Substance, Food, Non-food, Solar Energy, Minerals, Growth, Repair, Vitamins, Exercise, Healthy, Derive, Produce, Consume, Dietary
Supplements, Maintenance, Essential, Development
Identify Student Misconceptions using Formative Assessment Probe Books (by Paige Keeley)
* Formative probes should be adapted to a format that is suitable for your grade level and students
Catching a Cold (V4-p125)
Is It Food? (V4-p91)
DE Science Techbook Resources
Unit: Healthy Living Concept: Healthy Eating Habits, Organism Needs
Click on Model Lessons and then DE Resources on left hand side for:
Glossary Terms
Reading Passages
Writing Activities
Videos
Hands On Activities
Other Resources and Activities:
http://nhcs-science.wikispaces.com/Fourth+Grade+Science
http://studyjams.scholastic.com/studyjams/index.htm
Co m p ar e t h e p r o cess o f o b t ain in g en er g y f r o m f o o d in p lan t s an d an im als. (Plan t s m ake t h eir o w n , an im als
eat o t h er an im als o r p lan t s.)
Descr ib e f o o d as b ein g n ecessar y f o r sur vival, g r o w t h an d r ep air o f t h e b o d y. Cr eat e a h ealt h y m eal t o ser ve
at a lo cal r est au r an t .
Wr it e a p er su asive p iece su p p o r t in g t h e n eed f o r vit am in s, m in er als, an d exer cise in o r d er t o b e h ealt h y.
Co n t act a lo cal h ealt h f o o d st o r e an d o r g ym an d h ave t h em p r esen t t o t h e class.