Willmar Public Schools
Science Grade 4
Month/
Unit
Foss
Sound
Module
Structure
s of Life
Module
Content (big ideas, broad
topics, major subcategories
and underlying concepts)
Sound
Sounds have identifiable
characteristics
Sound is caused by
vibrations
A sound source is an
object that is vibrating
A sound receiver detects
sound vibrations
Pitch is how high or low a
sound is
Several variables affect
pitch
Sound travels through
solids, water and air
Our outer ears are designed
to receive, focus and
amplify sounds
Seeds are found in the fruit
of the plant
Different kinds of fruits
have different kinds and
numbers of seeds
Seeds have a variety of
properties
A seed is an organism, a
living thing
The life cycle is the
process of a seed growing
into a mature plant, which
in turn produces seeds
Crayfish have observable
structures
Habitat is where an animal
lives
Behavior is what an animal
does
Some animals claim a
territory that they protect
from other animals
Standards Addressed (state and/or
local standards)
The student will explore properties
of sound and light.
The student will explore the use of
science as a tool that can help
investigate and answer questions
about the environment.
(Investigation 2, parts 1-3)
The student will ask questions about
the natural world that can be
investigated scientifically.
(Investigation 2, parts 1-3)
The student will recognize the
impact of scientific and
technological activities on the
natural world. (Science Stories)
The student will recognize that
plants and animals have different
structures that serve different
functions (Investigation 1, parts 1-2;
Investigation 3, part 1; Investigation
4, part 2; Science Stories)
The student will understand that an
organism's patterns of behavior are
related to the nature of that
organism's environment (Science
Stories; Investigation 3, part 3)
The student will identify similarities
between parent and offspring
(Science Stories)
The student will understand how
science is used to investigate
interactions between people and the
natural world (Investigation 4, part
2)
The student will know that living
things can be sorted into groups in
Skills/Benchmarks (tells what the
student will be able to do as a result of
instruction)
The student will:
observe sounds made by objects when
dropped
communicate sounds to develop
discrimination
observe that sound originates from a
vibrating source
relate the pitch of a sound to the
physical properties of the sound
source
observe and compare how sound
travels through different mediums,
such as solids, water, and air
record observations on sound
read and discuss Foss Science Stories
Essential Questions (what overarching
questions will guide instruction and
produce higher levels of thinking?)
How are sounds made?
How do we tell sounds apart?
How do sounds help us to communicate?
How do our ears help us hear?
How do animals communicate?
How can sounds help some animals see?
How do filmmakers make sound effects in
movies?
How do musical instruments make sounds?
How can loud sounds affect our hearing?
Assessments (evidence that the
student understands the concepts,
demonstration of skills)
Student sheets
Response sheets
Science journals
Teacher observation
End of module assessments
Performance assessments
The student will:
describe and sort seeds by properties
estimate numbers of seeds
observe changes over time
record information systematically
observe and sort seedlings by
properties of germination
compare germination in different
types of seeds
Where do seeds come from?
Where are seeds found on plants?
Can a seed grow without soil?
What affect does water have on seeds?
How do plants change over time?
How can you grow plants without soil?
What conditions do plants need in order to
grow?
What is the sequence of the bean plant's life
cycle?
Why are seeds important?
Student response sheets
Science journals
Teacher observation
End of module assessments
Performance assessments
compare and record observations
about structures of an organism
observe and compare behaviors of an
organism
read and discuss Foss Science Stories
What are the structures of crayfish?
What do we need to think about in order to
build a suitable habitat for crayfish?
What do crayfish do when something
happens to them?
Why are crayfish important?
Month/
Unit
Earth
Materials
Module
Solar
System
Content (big ideas, broad
topics, major subcategories
and underlying concepts)
Rocks are composed of
earth materials called
minerals.
Minerals have different
properties, such as
hardness, color and luster.
Properties of minerals are
used to find out which
minerals make up rock.
A solar system includes a
star and all the objects that
travel around it.
Our solar system includes
our sun (a star) and all its
satellites--planets, moons,
asteroids, meteoroids, and
comets.
The motion of a satellite
around another object is
called an orbit, and its path
is elliptical in shape.
A satellite is held in its
orbit by gravity.
A planet spins on its axis.
One complete spin, or
rotation, is called a day on
any planet.
One complete revolution of
a planet around the sun
constitutes a year on that
planet.
The farther away a planet
is from the sun, the larger
its orbit and year.
Standards Addressed (state and/or
local standards)
many ways according to their varied
characteristics and structures
(Science Stories)
The student will understand the use
of science as a tool to examine the
natural world. (Investigation 3, parts
1-2)
The student will participate in
controlled scientific investigations.
(Investigation 3, parts 1-2)
The student will understand the
characteristics and relationships of
objects in the solar system.
The student will identify the patterns
and movements of celestial objects.
The student will understand the use
of science as a tool to examine the
natural world.
Skills/Benchmarks (tells what the
student will be able to do as a result of
instruction)
Essential Questions (what overarching
questions will guide instruction and
produce higher levels of thinking?)
Assessments (evidence that the
student understands the concepts,
demonstration of skills)
The student will:
record and discuss observations about
rock
use measuring tools to gather data
about rocks
collect and organize data about rocks
take a part a mixture by separating the
ingredients
observe and record the properties of a
group of minerals
seriate minerals based on hardness
observe the characteristic property of
the mineral calcite and use this test to
find calcite in rocks
compare their activities to the work of
a geologist
acquire vocabulary used in earth
science
read and discuss Foss Science Stories
The student will gather, record, and
present data about the sun and planets.
What are earth materials?
Why are there different kinds of rocks?
What is the difference between a rock and a
mineral?
How can we identify rocks and minerals?
What are the properties of rocks and
minerals, and how can we use that
information?
How do we use earth materials?
Why are earth materials important?
How can learning about earth materials
help us understand the world?
Hands-on assessment
Student work--observation
notebook
Student response sheets
Pictorial and reflective
assessments
The student will make and use models
to explore the concept of satellite.
The student will make and use
models, measure and use numbers to
explore and calculate planet sizes and
distances from the Earth.
The student will investigate asteroids,
meteoroids, and comets.
The student will explore the concepts
of galaxy and universe.
The student will observe seasonal
changes in the position of
constellations as viewed from the
Earth.
The student will read and discuss from
the Delta Science Readers.
What is a solar system?
What are the parts of our solar system?
What is a satellite?
What is gravity and how does it affect the
orbit of satellites?
What kind of shape is the orbital path of
the planets?
What is a scale drawing and how can it
help you determine the actual size and
distance of objects?
What is the difference between rotation and
revolution?
How does a planet's distance from the sun
affect the length of its year?
What is an asteroid?
What is a meteoroid?
What is a light year?
Are the brightest stars the closest stars to
the Earth?
What is a galaxy?
What is the universe?
What are constellations?
How did constellations get their names?
Month/
Unit
4/27/05
Content (big ideas, broad
topics, major subcategories
and underlying concepts)
Our sun is a star in the
Milky Way Galaxy.
There are many galaxies in
the universe.
The areas of the sky
containing star-patterns are
called constellations.
Standards Addressed (state and/or
local standards)
Skills/Benchmarks (tells what the
student will be able to do as a result of
instruction)
Essential Questions (what overarching
questions will guide instruction and
produce higher levels of thinking?)
Assessments (evidence that the
student understands the concepts,
demonstration of skills)