Fourth Grade Science Curriculum Alignment
Timeline
Strand/Concept
Performance Objective
Resources Lessons/ObjectivesMaterials & Supplies
August
Strand 1: Inquiry
Process
Concept 1:
Observations,
Questions, and
Hypotheses
PO 2. Formulate a relevant
question through
observations that can be
tested by an
investigation.
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PO 4. Locate information (e.g.,
book, article, website)
related to an
investigation.
Strand 1: Inquiry
PO 1.
Process
Concept 2: Scientific
Testing (Investigating
and Modeling)
Strand 6: Earth and
Space Science
Concept 3: Changes
in the Earth and Sky
Demonstrate safe behavior
and appropriate
procedures (e.g., use and
care of technology,
materials, organisms) in
all science
inquiry.
PO 2. Describe the distribution of
water on the Earth’s
surface.
1
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Water
Investigation 1, Parts 2-3
Pages 14-23
Ideas and Inventions
Investigation 4, Part 4
Ideas and Inventions FOSS
Science Stories pp. 22-25
FOSS Web Site ALL, such as
Pages 39-40 “Kid Inventors”
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Water
Investigation 4, Parts 1-3 pp. 8-28
Ideas and Inventions
Investigation 2, Parts 1-3 pp. 8-22
Human Body
Investigation 4, Parts 1-4 pp. 8-29
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Water FOSS Science Stories
Pages 1-2,4-16
Linkages
M04-S2C1-01
W04-S3C6-01
R04-S3C1-05
PO 3. Differentiate between
weather and climate as
they relate to the
southwestern United
States.
PO 6. Compare weather
conditions in various
locations ( e.g., regions of
Arizona, various U.S.
cities, coastal vs. interior
geographical regions)
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FOSS ©2004
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Water FOSS Science Stories
Page 12
Weather and Water, designed for
Grades 6-8
Weather and Water, designed for
Grades 6-8.
Gibbs-Smith
Discovering Arizona
Grade 4 Chapter 1:
“Where in the World”
pp. 4-7
Houghton Mifflin
Reading Grade 4
Traditions Theme 3:
“Heat Wave!” pp.
358-382
Gibbs-Smith
Discovering Arizona
Grade 4 Chapter 1:
“Climate/ Arizona’s
Climate” pp. 8-9 “Life
in the West” p. 14
“Rocky Mountain
States” p. 15
“The Southwest”
p. 16
“Life in the Midwest”
p. 18
“Life in the Southeast”
p. 21
“Life in the Northwest”
p. 22
2
September Strand 1: Inquiry
Process
Concept 4:
Communication
Strand 4: Life
Science
Concept 1:
Characteristics of
Organisms
PO 1. Communicate verbally or
in writing the results of an
inquiry.
PO 3. Communicate with other
groups or individuals to
compare the results of a
common investigation.
PO 1. Compare structures in
plants (e.g., roots, stems, leaves,
flowers) and animals (e.g.,
muscles, bones, nerves) that
serve different functions in growth
and survival.
PO 2. Classify animals by
identifiable group characteristics
• vertebrates – mammals,
birds, fish, reptiles,
amphibians
• invertebrates – insects,
arachnids
3
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Ideas and Inventions
Investigation 2, Parts 1-3
Pages 8-22
W04-S3C3-01
Magnetism and Electricity
Investigation 4, Parts 1-3
Pages 8-22
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Structures of Life
Investigation1, Parts 1-3 pp.8-33
Investigation 3, Parts 1-4pp.8-30
Structures of Life FOSS Science
Stories
pp. 1-3,10-16,17-22,41-42
Human Body
Investigation 1, Parts 1-3 pp.8-25
bones
Investigation 3, Parts 1-3 pp.8-21
muscles
Human Body FOSS Science
Stories pp. 1-4,8,11
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Structures of Life
Investigation 3,
Parts 1-4 pp. 8-30
Structures of Life FOSS Science
Stories pp.17-22, 41-42
Human Body
Investigation 1, Parts 1-3 pp. 8-25
bones
Human Body FOSS Science
Stories
Pages 1-4,8,11
Red Rock State Park
Field Trip
Arizona Wildlife
Ranger-led activities
Institute of
Ecotourism Field Trip
Session 1: Water
Session 2: Arizona
Wildlife
Session 3: Plants
Strand 6: Earth and
Space Science
Concept 3: Changes
in the Earth and Sky
PO 4. Measure changes in
weather
(e.g., precipitation,
wind speed, barometric pressure).
PO 5. Interpret the symbols on
a weather map or chart
to identify the following
• temperatures
• fronts
• precipitation
4
FOSS ©2004
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FOSS ©2004
Delta Education
Weather and Water, designed for
Grades 6-8.
Solar Energy, designed for Grades
5-6 and with hands-on
investigations in Weather and
Water, designed for Grades 6-8.
October
Strand 3: Science in
Personal and Social
Perspectives
Concept 1: Changes
in Environments
PO 1. Describe how natural
events and human
activities have positive
and negative impacts on
environments (e.g., fire,
floods, pollution, dams).
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Structures of Life FOSS Science
Stories pp. 4-5, 10-16
Water FOSS Science Stories pp.
12, 17-26
Houghton Mifflin
Reading Grade 4
Traditions
Theme 5: “Wildfires
and the Cycles of
Nature” p. 658-684
Gibbs-Smith
Discovering Arizona
Grade 4 Chapter 2
Lesson 4: Using the
Land p. 46
Chapter 9 Lesson 5:
Colorado River and
the Glen Canyon
Dam p. 204
PO 2. Evaluate the
consequences of
environmental
occurrences that happen
either rapidly (e.g., fire,
flood, tornado) or over a
long period of time (e.g.,
drought, melting ice caps,
the greenhouse effect,
erosion).
5
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Structures of Life FOSS Science
Stories pp. 45-48
Water FOSS Science Stories pp.
17-26
Also addressed in 5-6
module Environment
Houghton Mifflin
Reading Grade 4
Traditions Theme 5:
“Life on the Prairie”
pp. 686-706
Houghton Mifflin
English Grade 4
Literature: “Twister”
pp. 2-11
Strand 4: Life
Science
Concept 4: Diversity,
Adaptation, and
Behavior
PO 1. Recognize that successful
characteristics of
populations are inherited
traits that are favorable in
a particular environment.
PO 2. Give examples of
adaptations that allow
plants and animals to
survive.
• camouflage – horned
lizards, coyotes
• mimicry – Monarch and
Viceroy butterflies
• physical – cactus spines
• Mutualism – species of
acacia that harbor ants,
which repel other harmful
insects.
6
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Structures of Life FOSS Science
Stories Pages 22-34,35-36
This performance objective is also
addressed in a specific reading in
Insects FOSS Science Stories,
designed for Grades 1-2 pp.3641“Environment”
Gibbs-Smith
Discovering Arizona
Grade 4 Chapter 2
Lesson 3: Animals in
Arizona pp. 42-45
This performance objective and the
bulleted examples are addressed in
readings in Insects FOSS Science
Stories, designed for Grades 1-2
and Environments FOSS Science
Stories, designed for Grades 5-6.
Gibbs-Smith
Discovering Arizona
Chapter 2 Lesson 3:
Animals in Arizona
pp. 42-45
Walnut Canyon Field
Trip Hike and
Scavenger Hunt in
museum
Pink Jeep Field Trip
-Prey/Predator
activity
-Food Chain activity
November Strand 1: Inquiry
Process
Concept 1:
Observations,
Questions, and
Hypotheses
PO 1. Differentiate inferences
from observations.
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PO 3. Formulate predictions in
the realm of science
based on observed cause
and effect relationships.
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Strand 1: Inquiry
PO 2. Plan a simple investigation
Process
that identifies the
Concept 2: Scientific
variables to be controlled.
Testing (Investigating
and Modeling)
PO 3. Conduct controlled
investigations (e.g.,
related to erosion, plant
life cycles, weather,
magnetism) in life,
physical, and Earth and
space sciences.
PO 4. Measure using appropriate
tools (e.g., ruler, scale,
balance) and units of
measure (i.e., metric,
U.S. customary).
7
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Human Body FOSS Science pp.2124 “The Ice Man”
Magnetism and Electricity
Investigation 1, Part 3 pp. 23-29
Magnetism and Electricity
Investigation 1, Part 3 pp.23-29
Water
Investigation 1, Part 2 pp.14-18
Water
Investigation 3, Parts 1-4 pp. 8-26
Water cycle
Investigation 4, Parts 1-3 pp. 8-23
soil/water
Water FOSS Science Stories
Structures of Life pp. 12-16
Investigation 2, Parts 1-3 pp. 8-22
plant life cycles
Magnetism and Electricity
Investigation 1, Parts 1-4 pp. 8-34
magnetism
Measurement ALL, such as
Investigation 4, Parts 1-3 pp. 8-21
temperature
Measurement FOSS Science
Stories pp. 1-33
Water
Investigation 3, Parts 1-4 pp. 8-26
volume
M04-S4C4-03
M04-S4C4-07
PO 5. Record data in an
organized and
appropriate format (e.g.,
t-chart, table, list, written
log).
Strand 1: Inquiry
Process
Concept 3: Analysis
and Conclusions
PO 1. Analyze data obtained in a
scientific investigation to
identify trends.
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Magnetism and Electricity
Investigation 1, Parts 1-4 pp. 8-34
Ideas and Inventions
Investigation 2, Parts 1-3 pp. 8-22
W04-S3C2-01
W04-S3C3-01
Magnetism and Electricity
Investigation 1, Parts 3-4 pp. 23-34
M04-S2C1-03
PO 2. Formulate conclusions
based upon identified
trends in data.
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Magnetism and Electricity
Investigation 1, Parts 3-4 pp. 23-34
Ideas and Inventions
Investigation 2, Parts 1-3 pp. 8-22
PO 3. Determine that data
collected is consistent
with the formulated
question.
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Water
Investigation 3, Parts 1-4 pp. 8-26
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Magnetism and Electricity
Investigation 1, Part 3 pp. 23-29
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Human Body
Investigation 2, Parts 1-4 pp. 8-25
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Water
Investigation 4, Part 2 pp.14-18
PO 4. Determine whether the
data supports the
prediction for an
investigation.
PO 5. Develop new questions
and predictions based
upon the data collected in
the investigation.
Strand 3: Science in
Personal and Social
Perspectives
Concept 2: Science
and Technology in
Society
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PO 3. Design and construct a
technological solution to a
common problem or need
using common materials.
8
M04-S2C1-03
December
Strand 5: Physical
Science
Concept 3: Energy
and Magnetism
PO 1. Demonstrate that
electricity flowing in
circuits can produce light,
heat, sound, and
magnetic effects.
PO 2. Construct series and
parallel electric circuits.
PO 3. Explain the purpose of
conductors and insulators
in various practical
applications.
PO 4. Investigate the
characteristics of
magnets (e.g., opposite
poles attract, like poles
repel, the force between
two magnet poles
depends on the distance
between them).
PO 5. State cause and effect
relationships between
magnets and circuitry.
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Magnetism and Electricity
Investigation 3, Parts 1-3 pp. 10-26
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Magnetism and Electricity
Investigation 2, Parts 1-3 pp. 8-29
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9
Magnetism and Electricity ALL,
such as
Investigation 2, Parts 1-3 pp. 8-29
Investigation 4, Parts 1-3 pp. 8-22
Magnetism and Electricity FOSS
Science Stories pp, 24-33
Magnetism and Electricity
Investigation 1, Parts 1-4 pp. 8-34
Magnetism and Electricity FOSS
Science Stories pp. 1-9
Magnetism and Electricity
Investigation 4, Parts 1-3 pp. 8-22
Investigation 5, Parts 1-2 pp. 8-20
telegraph
Magnetism and Electricity FOSS
Science Stories pp. 24-37
January
Strand 2: History and
Nature of Science
Concept 1: History
of Science as a
Human Endeavor
PO 1. Identify how diverse
people and/or cultures,
past and present, have
made important
contributions to scientific
innovations (e.g.,
Margaret Mead
[anthropologist], supports
Strand 4; Nikola Tesla
[engineer, inventor]
supports Strand 5;
Michael Faraday
[scientist], supports
Strand 5; Benjamin
Franklin [scientist],
supports Strand 5).
PO 2. Describe science-related
career opportunities.
Strand 2: History and
Nature of Science
Concept 2: Nature of
Scientific Knowledge
PO 1. Explain the role of
experimentation in
scientific inquiry.
PO 2. Describe the interaction of
components in a system
(e.g., flashlight, radio).
PO 3. Explain various ways
scientists generate ideas
(e.g., observation,
experiment, &
collaboration, theoretical
and mathematical
models).
10
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Magnetism and Electricity FOSS
Science Stories Pages 12-13
Franklin, 21-23Faraday
Human Body FOSS Science Stories
pp.5-7, 16-20 medicine, space
exploration Physics of Sound FOSS
Science Stories pp. 29-36 filmmaking, audiologist Measurement
FOSS Science Stories pp, 14-15.
24-26 Ideas and Inventions FOSS
Science Stories pp. 1-3, 8-22, 3940 multiple scientists and inventors
FOSS Web Site www.fossweb.com
“Careers”
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Water
Investigation 4, Parts 1-2 pp. 8-18
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Delta Education
Magnetism and Electricity
Investigation 5, Parts 1-2 pp. 8-20
telegraphs
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Delta Education
Ideas and Inventions
Investigation 2, Part 3 pp. 20-22
Ideas and Inventions FOSS
Science Stories pp. 1-3, 9-22, 3032, 39-40
Gibbs-Smith
Discovering Arizona
Chapter 8
Lesson 1: Arizona
Becomes a State pp.
164-165
Lesson 2: Early
Transportation pp.
166-169
Lesson 3: Trains,
Boats, Automobiles
and Airplanes pp.
170-177
Lesson 4: Early
Communication pp.
178-181
February
Strand 1: Inquiry
Process
Concept 4:
Communication
PO 2. Choose an appropriate
graphic representation for
collected data:
• bar graph
• line graph
• Venn diagram
• model
Strand 6: Earth and
Space Science
Concept 2: Earth’s
Processes and
Systems
PO 1. Identify the Earth
processes that cause
erosion.
Water
Investigation 3, Parts 1-4 pp. 8-26
Scott Foresman/
Addison Wesley
Mathematics Gr. 4
Chapter 4 Section BReading and Making
Graphs pp. 204-225
(Pictographs, Bar
Graphs)
Section C-Interpreting
Data (Mean, Mode,
Median, Range) pp.
226-237
Earth Materials FOSS Science
Stories, pp. 34-36
Landforms designed
for Grades 5-6
FOSS ©2004
Delta Education
Water FOSS Science Stories, pp.
22-23
Pebbles, Sand and
Silt Grades 1-2
Landforms 5-6
FOSS ©2004
Delta Education
Earth Materials FOSS Science
Stories pp. 2, 34-36
Water FOSS Science Stories pp. 89, 22-23
Landforms 5-6
Earth Materials FOSS Science
Stories pp. 2, 34-36
Water FOSS Science Stories pp. 89, 22-23
Landforms 5-6
FOSS ©2004
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FOSS ©2004
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PO 2. Describe how currents and
wind cause erosion and
land changes.
PO 3. Describe the role that
water plays in the
following processes that
alter the Earth’s surface
features:
• erosion
• deposition
• weathering
PO 4. Compare rapid and slow
processes that change
the Earth’s surface,
including:
• rapid – earthquakes,
volcanoes, floods
• slow – wind, weathering
11
FOSS ©2004
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Grand Canyon Field
Trip Ranger-led
Geology activity
PO 5. Identify the Earth events
that cause changes in
atmospheric conditions
(e.g., volcanic eruptions,
forest fires).
PO 6. Analyze evidence that
indicates life and
environmental conditions
have changed (e.g., tree
rings, fish fossils in
desert regions, ice cores).
12
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FOSS ©2004
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Earth Materials FOSS Science
Stories, pp.34-36
Earth Materials FOSS Science
Stories, pp. 1-4
Structures of Life FOSS Science
Stories, pp. 45-48
Human Body FOSS Science
Stories, pp. 21-24
Landforms 5-6
Gibbs-Smith
Discovering Arizona
Chapter 3
Lesson 1: Elephant
Hunters p. 53
Lesson 2: What
Trees Tell Us p. 59
Where Did the
Anasazi Go? p. 59
Lesson 4: Where did
the Hohokam Go? p,
65
March
Strand 3: Science in
Personal and Social
Perspectives
Concept 2: Science
and Technology in
Society
PO 1. Describe how science and
technology (e.g.,
computers, air
conditioning, and
medicine) have improved
the lives of many people.
PO 2. Describe benefits (e.g.,
easy communications,
rapid transportation) and
risks (e.g., pollution,
destruction of natural
resources) related to the
use of technology.
13
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FOSS ©2004
Delta Education
Physics of Sound FOSS Science
Stories pp. 1-4, 29-36
Magnetism and Electricity FOSS
Science Stories pp. 12-37
Ideas and Inventions FOSS
Science Stories pp. 1-3, 8-22,39-40
Human Body FOSS Science
Stories pp. 5-7, 17-27
Gibbs-Smith
Discovering Arizona
Chapter 9 Lesson 1:
War and Peace p.
186-187
Physics of Sound FOSS Science
Stories pp. 1-4, 29-36
Magnetism and Electricity FOSS
Science Stories pp. 12-37
Ideas and Inventions FOSS
Science Stories pp. 1-3, 8-22,3940 Human Body FOSS Science
Stories pp. 5-7, 17-27
Gibbs-Smith
Discovering Arizona
Chapter 9 Lesson 5:
Modern Arizona p,
203-205
Chapter 1 Lesson 1:
Mapping Arizona
p. 9
April
Strand 4: Life
Science
Concept 3:
Organisms and
Environments
PO 1. Describe ways various
resources (e.g., air,
water, plants, animals,
soil) are utilized to meet
the needs of a population.
PO 2. Differentiate renewable
resources from
nonrenewable resources.
PO 3. Analyze the effect that
limited resources (e.g.,
natural gas, minerals)
may have on an
environment.
PO 4. Describe ways in which
resources can be
conserved (e.g., by
reducing, reusing,
recycling, finding
substitutes).
May
Review From All Year
14
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Water FOSS Science Stories
Pages 5-7,17-29
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Water FOSS Science Stories
Pages 17 ”Water – a Vital
Resource”, and 18-29
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Earth Materials FOSS Science
Stories Pages 8-15
FOSS ©2004
Delta Education
Water
Investigation 1, Parts 1-3
Pages 8-23
Water
Investigation 4, Part 3
Pages 19-23
Water FOSS Science Stories
Pages 17-21
Measurement FOSS Science
Stories
Pages 16-17
Gibbs-Smith
Discovering Arizona
Chapter 2
Lesson 4: Using the
Land pp. 46-48
Chapter 7 Lesson 2:
Arizona Grows pp.
140-141
Chapter 9 Lesson 5:
The Colorado River
and the Glen Canyon
Dam p. 204
15