South Central BOCES
Science
Grade 4
UNIT 1 FORMS OF ENERGY (4 – 6 weeks)
UNIT 2 EVIDENCE OF LIFE (5 - 7 weeks)
 How do we know that energy exists in a system such as in an electrical circuit?
 How can we justify the use of our nonrenewable resources?
 How can we better manage our sources of energy? What if we do not?
Energy Forms
S.1-GLE.1-EO.a
GR.4-S.1-GLE.1 List and describe the components of an energy system
EO.a
 Describe the forms and sources of energy
S.1-GLE.1-EO.b;
 Demonstrate how energy travels
IQ.2
 Describe when energy is the most useable and most effective
S.1-GLE.1-EO.b
 Describe how energy can be transferred from object to object
S.1-GLE.1; IQ.2
 Describe how we can more effectively use our renewable
S.1-GLE.1-EO.d
resources and conserve our nonrenewable ones
S.1-GLE.1 Classify various forms of energy with pictures of everyday
EO.d;RA.1,2
objects/examples

Characteristics of Plants and Animals
 Identify traits and characteristics of plants and animals
 Classify and sort plants and animals according to traits,
structures and other characteristics
 Describe the similarities and differences among organisms
 Identify the basic needs for organisms to survive
S.2-GLE.1-EO.c; IQ.2
S.2-GLE.1-EO.b; IQ.2;
N.1
S.2-GLE.1-EO.a; RA.1
Electric Circuits
 Describe the components of an electric circuit
 Model or diagram an electrical circuit
S.1-GLE.1-EO.b
The real world applications for using transferable energy in
transportation, manufacturing and technology
S.1-GLE.1; RA.3
Fossils and Living Organisms
 The similarities between fossils and living organisms
 Fossil evidence of prehistoric life
 The ways in which fossils provide information about
prehistoric environments
 Classify and sort fossils according to traits, structures and other
characteristics
 Make predictions about past environments based on fossil
evidence
S.2-GLE.2-EO. a.2; IQ.1
S.2-GLE.2-EO.a.1,c;
IQ.1,2
S.2-GLE.2-EO.b; RA.1;
N.1, 2
S.2- GLE.2-EO. a.2; IQ.1
S.2-GLE.2-EO.b; N.1, 2,
3
What would a future generation say about current times/lives if they were to uncover a
microwave oven, cell phone, or windmill at some future date?
UNIT 3 LEAVING A FOOTPRINT: HABITATS AND ECOSYSTEMS (6 - 9 weeks)
UNIT 4 SOLAR SYSTEMS (4 - 6 weeks)
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How are resources shared among organisms in a specific ecosystem or habitat?
How do nonliving components of an ecosystem influence living components?
Why do ecosystems need to be protected?
Habitat Basics
 Compare and contrast unique aspects of habitats
 Explain adaptations that organisms make in relation to their
habitat
 Describe the living and nonliving components of habitats
S.2-GLE.3-EO.c
S.2-GLE.3-EO.a
S.2-GLE.3-EO.b
S.2-GLE.3-EO.d;
IQ.2,4; RA.1,2
Natural Resources
 Describe how natural resources are used and/or consumed
 Evaluate how resources are used and consumed
S.2-GLE.3-EO.f;
IQ.1,3; RA.1,2
S.2-GLE.3-EO.d;
IQ.1-4
Food Chain
 Describe how a food chain as part of an ecosystem
 Identify energy flow in a food chain of a particular ecosystem
(biotic and abiotic)
Impacts on an Ecosystem
 Describe what are external influences that could affect an
environment
 List positive and negative impacts on an ecosystems
(endangered habitats and preservation efforts)
 Make a plan to positively impact a local ecosystem
S.2-GLE.3-EO.c,d;
IQ.1,2
S.2-GLE.3-EO.c,d;
IQ.1-4
S.2-GLE.3-EO.e;
IQ.3,4; RA.1
S.2-GLE.3EO.c,d,e,f; IQ.3,4;
RA.1,2; N.1
S.2-GLE.3-EO.e;
RA.1,2
What would happen if the patterns of movement for the Sun and Moon across the sky
were different?
 How would the solar system change if Earth and other objects did not orbit the Sun?
 Why do we study the solar system?
 How has the study of the solar system influenced literature or music?
Solar Basics
S.3-GLE.1-EO.b,d;
 Describe how the universe is a system with interdependent parts S.3-GLE.1-EO.a;
RA.1,2
 Describe the components of the solar system
S.3-GLE.1-EO.d;
 Interpret data about the components of the solar system
IQ.2; N.2
 Compare Earth to other objects orbiting the sun
S.3-GLE.1-EO.a,d;
 Develop a scientific explanation regarding relationships of the
IQ.2,3; RA.1,2
components of the solar system
Earth’s Rotation and Axis Tilt
 Describe the connections between Sunrise and sunset and the
rotation of the earth on its axis
 Describe the relationship between seasons and the Earth’s tilt on
its axis and orbit around the sun
The Moon
 Model or diagram the phases of the moon
S.3-GLE.1-EO.a;
RA.3
S.3-GLE.1-EO.c, d
S.3-GLE.1-EO.c;
IQ.1; N.1
S.3-GLE.1-EO.c;
IQ.1; N.1