4th Grade Life Science
__________ Quarter
Grade Level Expectation:
1. All living things share similar characteristics, but they also have differences that can be described and
classified
Content Evidence Outcomes
Standard 2: Life Science
2.1a Use evidence to develop a
scientific explanation of what
plants and animals need to
survive
2.1b Use evidence to develop a
scientific explanation for
similarities and/or differences
among different organisms
(species)
2.1c Analyze and interpret data
representing variation in a trait
2.1d Examine, evaluate, question, and
ethically use information from a
variety of sources and media to
investigate questions about
characteristics of living things
Montezuma-Cortez RE-1 Office of Academic Services
4th Grade Life Science Curriculum Map
*Indicates District Outcome
Students should know and be
able to do:
Instructional & Assessment
Planning:
Explain what plants and animals need to
survive (air, water, food, shelter)
Identify characteristics of plants and
animals (movement, respiration,
sensitivity, nutrition, excretion,
reproduction, growth)
Classify and justify things as living or
nonliving
Introduce the process for classifying
living things
Identify kingdoms(single & multi cell):
animals, plants, bacteria, protists, and
fungi
Distinguish differences between types of
trees
Distinguish differences between types of
animals
Analyze and interpret data on a trait
variation (mouths, feet, skin, flower color,
leaf shape, etc.)
Resources
-Closer Look: Unit A
Ch. 1 Lesson 4
-See 2nd grade – Standard 2)
-google: Mrs. Nerg
-tradebooks
-Closer Look: Unit A
Ch. 1 Lessons 2 & 3
-Dichotomous Keys & Field Guides
-Classification systems poster
-Arbor Day Foundation
-Closer Look: Unit A
Ch. 1 Lessons 2 & 3
Ch. 2 Lessons 1, 2, & 4
-Closer Look: Unit C
Ch. 6 Lesson 3
-Shared grade level data
-CMS Science fair
-Dept. of Wildlife
-Cortez Seed
-Adobe Milling
Investigate questions about
characteristics of living things using
information from two or more sources
2012-2013
1
4th Grade Life Science
__________ Quarter
Grade Level Expectation:
2. Comparing fossils to each other or to living organisms reveals features of
provides information about organisms today
Standard 2: Life Science
Content Evidence Outcomes
Students should know and be
able to do:
prehistoric environments and
Instructional & Assessment
Planning:
Resources
2.2a Use evidence to develop a
scientific explanation for:
1. What fossils tell us about a
prehistoric environment
2. What conclusions can be drawn
from similarities between fossil
evidence and living organisms
2.2b Analyze and interpret data to
generate evidence about the
prehistoric environment
2.2c Evaluate whether reasoning and
conclusions about given fossils
are supported by evidence
Define fossil
Identify types of fossils (imprint, remains)
Associate how types of fossils tell us
about the prehistoric environment
(climate, terrain, food source, etc.)
Draw conclusions about the similarities
between fossils and living organisms
(past vs. present)
Interpret information scientists have
gathered about prehistoric environments
-Closer Look: Unit C
Ch. 6 Lesson 3
-Fossil samples
-Variation and -Adaptation Unit –
Determine what information can be
inferred by looking at fossils (climate,
terrain, food source, etc.)
-Closer Look: Unit C
Ch. 6 Lesson 3
-Dept. of Wildlife
2.2d Use computer simulations that
model and recreate past
environments for study and
entertainment
Observe computer simulations that
recreate and model past environments
-Video
-Internet
Montezuma-Cortez RE-1 Office of Academic Services
4th Grade Life Science Curriculum Map
*Indicates District Outcome
-Closer Look: Unit C
Ch. 6 Lesson 3
2012-2013
2
4th Grade Life Science
__________ Quarter
Grade Level Expectation:
3. There is interaction and interdependence between and among living and nonliving components of ecosystems
Content Evidence Outcomes
Standard 2: Life Science
2.3a Use evidence to develop a
scientific explanation on how
organisms adapt to their habitat
2.3b Identify the components that
make a habitat type unique
2.3c Compare and contrast different
habitat types
2.3d Create and evaluate models of
the flow of nonliving
components or resources
through an ecosystem
2.3e Make a plan to positively impact
a local ecosystem
2.3f Examine, evaluate, question, and
ethically use information from a
variety of sources and media to
investigate endangered habitats
Montezuma-Cortez RE-1 Office of Academic Services
4th Grade Life Science Curriculum Map
*Indicates District Outcome
Students should know and be
able to do:
Instructional & Assessment
Planning:
Review how organisms “depend” on their
habitat
Define adapt to an environment
Explain how organisms adapt to their
habitat (camouflage, migration,
hibernation, plant behaviors)
Identify the components of a habitat that
make it unique (climate, location,
precipitation, food source, vegetation,
etc.)
Compare and contrast a variety of habitat
types (desert, tundra, plains, rain forest,
wetlands, etc.)
Create and evaluate models of water flow
through ecosystems
Resources
-Closer Look: Unit B
Ch. 3 Lessons 1, 2, & 3
-Closer Look: Unit B
Ch. 3 Lessons 1 & 2
-Closer Look: Unit B
Ch. 3 Lessons 1 & 2
-Closer Look: Unit B
Ch. 3 Lesson 3
-Dolores Water Conservancy
Participate in a school or class project to
positively impact Cortez or local
communities (pick up trash, recycle, plant
trees, etc.)
Investigate endangered habitats using
information from two or more sources
2012-2013
3