Fourth Grade Science *****ORDER GRADE 4 PRACTICE ASSESSMENT KIT ES 204******* FOR END OF MARCH OR EARLY APRIL

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1 Fourth Grade Science Table of Contents Unit 1 Process Skills... 3 Unit 2 Plants... 8 Unit 3 Animals Unit 4 Ecosystems Unit 5 Matter Unit 6 Energy, Forces and Motion Unit 7 Electricity Unit 8 Weather Review for NYS ELS Assessment Unit 9 Health and Nutrition Course Description: Fourth grade science focuses on life sciences, physical sciences, earth science and the human body. Life sciences will include the life cycles of plants and animals and adaptations of plants and animals and their interaction with their environment. The focus will include basic characteristics, needs, and functions common to all living things. They will understand the variety and complexity of life and its processes and develop respect for all life. Physical sciences will include learning about matter, forms of energy, and forces and motion. The students will describe, categorize, compare, and measure observable physical properties of matter. They will understand that energy exists in a variety of forms and be able to describe those forms (e.g., heat, chemical, light, electrical). Earth sciences include the study of weather and the water cycle. The human body unit includes the study of body systems, health, and nutrition. *****ORDER GRADE 4 PRACTICE ASSESSMENT KIT ES 204******* FOR END OF MARCH OR EARLY APRIL NYS SCIENCE ASSESSMENT MAY 7, 8, 9, 10 in

2 Unit Sequence and Timeline: Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Process Skills ~ 3 weeks Early to late September Plants ~ 3 weeks Early to late October Animals ~ 3 weeks Early to late November Ecosystems ~ 3 weeks Early to late December Matter ~ 3 weeks Early to late January Energy, Forces, and Motion ~ 3 weeks Early to late February Electricity ~ 3 weeks Early to late March Weather ~ 2 weeks Early to mid-april Review for NYS ELS Assessment (Assessment scheduled for May 7 10, 2007) ~ 2 weeks Mid-April to early May Unit 9 Health and Nutrition ~ 4 weeks Mi-May to mid-june 2

3 Unit 1 Process Skills ~ 3 weeks Early to late September State Standards: The tables below shows the Scientific Inquiry key ideas, performance indicators, and major understandings for Grades K 4. Fourth grade teachers are responsible to ensure that students can perform the major understandings identified by a check ( ) in the Grade 4 column over the course of the year. Standard 1: It should be a goal of the instructor to foster the development of science process skills. The application of these skills allows students to investigate important issues in the world around them. Inquiry-based units will include many or most of the following process skills. These process skills should be incorporated into students instruction as developmentally appropriate. Classifying arranging or distributing objects, events, or information representing objects or events in classes according to some method or system Communicating giving oral and written explanations or graphic representations of observations Comparing and contrasting identifying similarities and differences between or among objects, events, data, systems, etc. Creating models displaying information, using multi-sensory representations Gathering and organizing data collecting information about objects and events which illustrate a specific situation Generalizing drawing general conclusions from particulars Identifying variables recognizing the characteristics of objects or factors in events that are constant or change under different conditions Inferring drawing a conclusion based on prior experiences Interpreting data analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data Making decisions identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons Manipulating materials handling or treating materials and equipment safely, skillfully, and effectively Measuring making quantitative observations by comparing to a conventional or nonconventional standard Observing becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties Predicting making a forecast of future events or conditions expected to exist Scientific Inquiry (Standard 1) Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. 3

4 Performance Indicator S1.1: Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. Major understandings: K S1.1a Observe and discuss objects and events and record observations S1.1b Articulate appropriate questions based on observations Performance Indicator S1.2: Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. Major understandings: K S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings Performance Indicator S1.3: Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. Major understandings: K S1.3a Clearly express a tentative explanation or description which can be tested Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. Performance Indicator S2.1: Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. Major understandings: K S2.1a Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.) Performance Indicator S2.2: Share their research plans with others and revise them based on their suggestions. Major understandings: K S2.2a Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understanding of the suggestions and modifying the plan where appropriate 4

5 Performance Indicator S2.3: Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurement of quantities, such as length, mass, volume, temperature, and time. Major understandings: K S2.3a Use appropriate "inquiry and process skills" to collect data S2.3b Record observations accurately and concisely Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. Performance Indicator S3.1: Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. Major understandings: K S3.1a Accurately transfer data from a science journal or notes to appropriate graphic organizer Performance Indicator S3.2: Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. Major understandings: K S3.2a State, orally and in writing, any inferences or generalizations indicated by the data collected Performance Indicator S3.3: Share their findings with others and actively seek their interpretations and ideas. Major understandings: K S3.3a Explain their findings to others, and actively listen to suggestions for possible interpretations and ideas Performance Indicator S3.4: Adjust their explanations and understandings of objects and events based on their findings and new ideas. Major understandings: K S3.4a State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/explanation S3.4b State, orally and in writing, any new questions that arise from their investigation General Skills (Standard 4) Skill: K i. follow safety procedures in the classroom, laboratory, and field ii. safely and accurately use the following tools: hand lens ruler (metric) balance gram weights 5

6 Skill: K spring scale thermometer (C, F ) measuring cups graduated cylinder timepiece(s) iii. develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.) iv. manipulate materials through teacher direction and free discovery v. use information systems appropriately vi. select appropriate standard and nonstandard measurement tools for measurement activities vii. estimate, find, and communicate measurements, using standard and nonstandard units viii. use and record appropriate units for measured or calculated values ix. order and sequence objects and/or events x. classify objects according to an established scheme xi. generate a scheme for classification xii. utilize senses optimally for making observations xiii. observe, analyze, and report observations of objects and events xiv. observe, identify, and communicate patterns xv. observe, identify, and communicate cause-and-effect relationships xvi. generate appropriate questions (teacher and student based) in response to observations, events, and other experiences xvii. observe, collect, organize, and appropriately record data, then accurately interpret results xviii. collect and organize data, choosing the appropriate representation: journal entries graphic representations drawings/pictorial representations xix. make predictions based on prior experiences and/or information xx. compare and contrast organisms/objects/events in the living and physical environments xxi. identify and control variables/factors xxii. plan, design, and implement a short-term and long-term investigation based on a student- or teacher-posed problem 6

7 Skill: K xxiii. communicate procedures and conclusions through oral and written presentations Big Ideas: Scientists need to use inquiry skills to interpret and understand the world around them. Essential Questions: What kinds of skills do scientists need? Prior knowledge: Refer to above chart. Unit Objectives: The students will know or be able: to observe and describe objects and events to classify objects by arranging or grouping them according to common properties to measure attributes of objects to estimate measurements of objects to predict the outcome of an experiment to ask relevant questions to collect and interpret data to identify and control variables Resources: Scott Foresman Science handbook (in back of Teachers manual) Suggested websites: 7

8 Unit 2 Plants ~ 3 weeks Early to late October State Standards: Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. As students investigate the continuity of life, emphasis should be placed on how plants and animals reproduce their own kind. Teachers should lead students to make observations about how the offspring of familiar animals compare to one another and to their parents. Students know that animals reproduce their own kind rabbits have rabbits (but you can usually tell one baby from another), cats have kittens that have different markings (but cats never have puppies), and so forth. This idea should be strengthened by a large number of examples, both plant and animal, upon which the students can draw. Students should move from describing individuals directly (e.g., she has blue eyes) to naming traits and classifying individuals with respect to those traits (e.g., eye color: blue). Students can be encouraged to keep lists of things that animals and plants get from their parents, things that they don t get, and things that the students are not sure about either way. 4.K-4.LE2.1 Recognize that traits of living things are both inherited and acquired or learned. 4.K-4.LE2.1a Some traits of living things have been inherited (e.g., color of flowers and number of limbs of animals). 4.K-4.LE2.2 Recognize that for humans and other living things there is genetic continuity between generations. 4.K-4.LE2.2a Plants and animals closely resemble their parents and other individuals in their species. 4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspring when they reproduce Key Idea 3: Individual organisms and species change over time. Throughout time, plants and animals have changed depending on their environment. In learning how organisms have been successful in their habitats, students should observe and record information about plants and animals. They should begin to recognize how differences among individuals within a species can help an organism or population to survive. Students at this level will identify the behaviors and physical adaptations that allow organisms to survive in their environment. 4.K-4.LE3.1 Describe how the structures of plants and animals complement the environment of the plant or animal. 4.K-4.LE3.1c In order to survive in their environment, plants and animals must be adapted to that environment. Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. 8

9 Students need many opportunities to observe a variety of organisms for the patterns of similarities and differences of the life functions used to sustain life. All organisms carry out basic life functions in order to sustain life. These life functions include growing, taking in nutrients, breathing, reproducing, and eliminating waste. Students need many opportunities to observe and compare these similarities and differences in a variety of organisms. Specimens that could provide these opportunities may include guppies, mealworms, and gerbils, as well as fish, insects, mammals, birds, amphibians, reptiles, plants, and fungi. 4.K-4.LE5.2 Describe some survival behaviors of common living specimens. 4.K-4.LE5.2a Plants respond to changes in their environment. For example, the leaves of some green plants change position as the direction of light changes; the parts of some plants undergo seasonal changes that enable the plant to grow; seeds germinate, and leaves form and grow. 4.K-4.LE5.2g The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter, heat, and sunlight. Big Ideas: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. Individual organisms and species change over time. Organisms maintain a dynamic equilibrium that sustains life. Essential Questions: How do plants reproduce? How do plants survive? Prior knowledge: to describe the major parts (root, stem, leaves) of a plant and the function of each to name and describe each stage of a plant s life cycle to define life span Unit Objectives: The students will know or be able: to identify that reproduction occurs in the adult stage of the life cycle to classify seeds to describe the two groups into which plants can be separated to identify and explain what the four parts of a flower do to describe how pollination and fertilization occur to describe the methods by which seeds can be dispersed to describe how plants grow from seeds to explain how plant structures help a plant survive and grow Resources: 9

10 Scott Foresman Science Unit A Chapter 1 Key Vocabulary reproduce classify conifer spore sepal pistil stamen pollen pollination ovary ovule fertilization embryo monocot seed dicot seed dormant Suggested websites: 10

11 Unit 3 Animals ~ 3 weeks Early to late November State Standards: Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. (See Unit 2 for additional detail on LE Key Idea 2) 4.K-4.LE2.1 Recognize that traits of living things are both inherited and acquired or learned. 4.K-4.LE2.1a Some traits of living things have been inherited (e.g., color of flowers and number of limbs of animals). 4.K-4.LE2.1b Some characteristics result from an individual s interactions with the environment and cannot be inherited by the next generation (e.g., having scars; riding a bicycle). 4.K-4.LE2.2 Recognize that for humans and other living things there is genetic continuity between generations. 4.K-4.LE2.2a Plants and animals closely resemble their parents and other individuals in their species. 4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspring when they reproduce Key Idea 3: Individual organisms and species change over time. (See Unit 2 for additional detail on LE Key Idea 3) 4.K-4.LE3.1 Describe how the structures of plants and animals complement the environment of the plant or animal. 4.K-4.LE3.1c In order to survive in their environment, plants and animals must be adapted to that environment. 4.K-4.LE3.2 Observe that differences within a species may give individuals an advantage in surviving and reproducing. 4.K-4.LE3.2a Individuals within a species may compete with each other for food, mates, space, water, and shelter in their environment. 4.K-4.LE3.2b All individuals have variations, and because of these variations, individuals of a species may have an advantage in surviving and reproducing. Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. (See Unit 2 for additional detail on LE Key Idea 5) 4.K-4.LE5.2 Describe some survival behaviors of common living specimens. 4.K-4.LE5.2b Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing rate, eye blinking, shivering, and salivating). 4.K-4.LE5.2c Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment. 4.K-4.LE5.2d Some animals, including humans, move from place to place to meet their needs. 11

12 4.K-4.LE5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding of fur. 4.K-4.LE5.2f Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating. 4.K-4.LE5.2g The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter, heat, and sunlight. Big Ideas: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. Individual organisms and species change over time. Organisms maintain a dynamic equilibrium that sustains life Essential Questions: How are animals alike and different? How do animals with backbones vary? What characteristics do animals get from their parents? How do animals survive in their environment? Prior knowledge: The students will know that animals have life cycles, varying life spans and that they grow. Unit Objectives: The students will know or be able: to identify an animal as a vertebrate or an invertebrate to describe ways that animals are similar and different to identify an animal as a mammal, reptile, bird, fish, or amphibian to name and describe the stages in an animal s life cycle to identify how young are physically similar to and different from their parents to identify which behaviors are learned and which are inherited to identify animal structures and behaviors that are important for survival Resources: Scott Foresman Unit A Chapter 2 Key Vocabulary Backbone exoskeleton molt Gills amphibian reptile Mammal behavior instinct Reflex stimulus response Adaptation camouflage migration Hibernation symbiosis parasite 12

13 host ESTEC Kit (Wayne Fingerlakes BOCES Kit): Animal Adaptations: Body Coverings ES191 Websites:

14 Unit 4 Ecosystems ~3 weeks Early to late December State Standards: Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. Plants and animals interact in a number of ways that affect their survival. The survival of plants and animals varies, in response to their particular environment. As the physical environment changes over time, plants and animals change. Younger students should focus on simple, observable associations of organisms with their environments. Their studies of interactions among organisms within an environment should start with relationships they can directly observe. Note: Although the concept of plants making their own food may be difficult for elementary students to grasp, they should understand that the Sun is the ultimate source of energy for life and physical cycles on Earth. 4.K-4.LE6.1 Describe how plants and animals, including humans, depend upon each other and the nonliving environment 4.K-4.LE6.1a Green plants are producers because they provide the basic food supply for themselves and animals. 4.K-4.LE6.1d Decomposers are living things that play a vital role in recycling nutrients. 4.K-4.LE6.1e An organism s pattern of behavior is related to the nature of that organism s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment. 4.K-4.LE6.1f When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. 4.K-4.LE6.2 Describe the relationship of the Sun as an energy source for living and nonliving cycles. 4.K-4.LE6.2a Plants manufacture food by utilizing air, water, and energy from the Sun. 4.K-4.LE6.2b The Sun s energy is transferred on Earth from plants to animals through the food chain. Big Ideas: Plants and animals depend on each other and their physical environment. Human decisions and activities have had a profound impact on the physical and living environments. The sun is the ultimate course of energy for life and physical cycles on the Earth. Essential Questions: What is an ecosystem? How do plants get energy? How do other living things get energy? 14

15 What are food chains and food webs? What are various habitats and their characteristics? How important is the sun? Why? Prior knowledge: to identify major habitats to recognize that habitats can change Unit Objectives: The students will know or be able: to describe what a habitat is to describe what living and nonliving things make up an ecosystem to explain the process of photosynthesis to describe how animals (herbivores, carnivores, and omnivores) get energy through food chains and food webs to explain the interaction between producers and consumers and predators and prey to describe the roles of scavengers and decomposers to explain how changes in the environment affect habitats Resources: Scott Foresman Unit A Chapters 3 & 4 Key Vocabulary Ecosystem habitat chlorophyll Carbon dioxide photosynthesis producer Consumer herbivore carnivore Omnivore scavenger decomposer Food chainfood webpredator Prey Webistes: EcoKids website

16 Unit 5 Matter ~ 3 weeks Early to late January State Standards: Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Students should describe, categorize, compare, and measure observable physical properties of matter and objects. Students initial efforts in performing these processes may yield simple descriptions and sketches, which may lead to increasingly more detailed drawings and richer verbal descriptions. Things can be done to materials to change their properties, but not all materials respond in the same way to what is done to them. Younger students emphasize physical properties while older students will recognize chemical changes. Appropriate tools can aid students in their efforts. 4.K-4.PS3.1 Observe and describe properties of materials, using appropriate tools. 4.K-4.PS3.1a Matter takes up space and has mass. Two objects cannot occupy the same place at the same time. 4.K-4.PS3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. 4.K-4.PS3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light. 4.K-4.PS3.1d Measurements can be made with standard metric units and nonstandard units. (Note: Exceptions to the metric system usage are found in meteorology.) 4.K-4.PS3.1e The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers, and graduated cylinders. 4.K-4.PS3.1f Objects and/or materials can be sorted or classified according to their properties. 4.K-4.PS3.1g Some properties of an object are dependent on the conditions of the present surroundings in which the object exists. For example: temperature - hot or cold lighting - shadows, color moisture - wet or dry 4.K-4.PS3.2 Describe chemical and physical changes, including changes in states of matter. 4.K-4.PS3.2a Matter exists in three states: solid, liquid, gas. 4.K-4.PS3.2b Temperature can affect the state of matter of a substance. 4.K-4.PS3.2c Changes in the properties of materials or objects can be observed and described. 16

17 Big Ideas: Matter has properties that can be observed and described. Essential Questions: What is matter? How can we measure various objects (solids, liquids and gasses)? How can matter change physically? Change chemically? Prior knowledge: The students will know or be able: to identify the 3 states of matter to recognize that matter can be measured, sorted and classified according to properties. Unit Objectives: The students will know or be able: to identify the properties of solids, liquids, and gasses to identify appropriate units to use to measure solids, liquids, and gasses to measure properties of solids and liquids using appropriate tools and units to explain what constitutes a physical change vs. a chemical change to describe the physical properties of matter Resources: Scott Foresman Unit B chapter 1 Key Vocabulary Balancegram (g)kilogram (kg) Matter mass volume Property mixture solution Meter cubic meter liter Graduated cylinder gram density Physical change melting point boiling point Freezing point chemical change 17

18 Unit 6 Energy, Forces and Motion ~3 weeks Early to late February State Standards: Physical Setting Key Idea 4: Energy exists in many forms, and when these forms change, energy is conserved. Students should understand that energy exists in a variety of forms. Students should observe the results of simple energy transformations from one form to another in their physical environment. The safe use and respect of various energy forms should be stressed in the classroom. Note: Attempting to understand heat and its difference from temperature is too abstract a concept for elementary students. Energy is a subject that is difficult for students to understand. Students cannot hold it in their hands and, with the exception of light, they cannot see it. 4.K-4.PS4.1 Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy 4.K-4.PS4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light. 4.K-4.PS4.1b Energy can be transferred from one place to another. 4.K-4.PS4.1c Some materials transfer energy better than others (heat and electricity 4.K-4.PS4.1d Energy and matter interact: water is evaporated by the Sun s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light. 4.K-4.PS4.1f Heat can be released in many ways, for example, by burning, rubbing (friction), or combining one substance with another. 4.K-4.PS4.1g Interactions with forms of energy can be either helpful or harmful. 4.K-4.PS4.2 Observe the way one form of energy can be transferred into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy). 4.K-4.PS4.2b Humans utilize interactions between matter and energy. Key Idea 5: Energy and matter interact through forces that result in changes in motion. Students should be able to observe and describe relative positions between objects in their world. Exploring the observable effects of gravity and magnetism may help students develop an understanding of the reason for the direction of an object s motion. Manipulation and application of simple tools and machines may help students learn about the relationships between forces and motion. 18

19 4.K-4.PS5.1 Describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. 4.K-4.PS5.1c The force of gravity pulls objects toward the center of Earth. 4.K-4.PS5.1d The amount of change in the motion of an object is affected by friction. 4.K-4.PS5.1f Mechanical energy may cause change in motion through the application of force and through the use of simple machines such as pulleys, levers, and inclined planes. Big Ideas: Energy exists in many forms, and when these forms change energy is conserved Energy and matter interact through forces that result in changes in motion Essential Questions: How do forces affect motion? What is the difference between potential and kinetic energy? How are work and motion related? What are the different kinds of simple machines and how do they make work easier? Prior knowledge: Students should know or be able to: to identify various forms of energy to recognize that energy and matter interact to identify ways in which humans utilize energy to identify that gravity and magnetism affect objects Unit Objectives: The students will know or be able: to determine what makes things move to explain how gravity and friction affect motion to list and describe different forms of energy to define work to define simple, compound and complex machines to explain how simple machines make work easier to categorize simple machines Resources: Scott Foresman Unit B Chapter 2 Key Vocabulary force gravity inertia friction energy potential energy kinetic energy mechanical energy chemical energy electrical energy work simple machine compound machine complex machine 19

20 Unit 7 Electricity ~ 3 weeks March State Standards: Physical Setting Key Idea 4: Energy exists in many forms, and when these forms change, energy is conserved. (See Unit 6 for additional detail on PS Key Idea 4) 4.K-4.PS4.1 Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy 4.K-4.PS4.1c Some materials transfer energy better than others (heat and electricity 4.K-4.PS4.1e Electricity travels in a closed circuit. Big Ideas: Energy can exist in the form of electricity Essential Questions: What is an electric current? How do electric circuits work? Which materials conduct electricity? Which materials make good insulators? Prior knowledge: None identified Unit Objectives: The students will know or be able: to build a simple electrical circuit to explain how electric current flows to test various objects for conductivity to explain and demonstrate the difference between a series and a parallel circuit Resources: Scott Forseman Unit B Chapter 3 Key Vocabulary Resistance conductor insulator Series circuit parallel circuit ESTEC Kit (Wayne Fingerlakes BOCES Kit): Electricity and Magnetism ES 113 Energy Antics ES 199 Websites: 20

21 Simple machines website 21

22 Unit 8 Weather ~ 2 weeks Early to mid-april State Standards: Physical Setting Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. The water cycle, weather, erosion, deposition, and extreme natural events involve interactions among air, water, and land. Students should observe and describe naturally occurring changes in their world involving these phenomena. They can also investigate these phenomena in classroom experiments. Younger students (K-2) should be engaged in observation of their immediate surroundings with emphasis on recognizing change around them. As students mature (3-4), they can begin to recognize cycles and identify the processes and natural events which are causing the changes they are observing. 4.K-4.PS2.1 Describe the relationship among air, water, and land on Earth. 4.K-4.PS2.1e Extreme natural events (floods, fires, earthquakes, volcanic eruptions, hurricanes, tornadoes, and other severe storms) may have positive or negative impacts on living things. Big Ideas: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. Essential Questions: What causes clouds and precipitation? What is the water cycle? Why is it important? Prior knowledge: Students should know that weather is the condition of the outside air that can be observed and measured Unit Objectives: The students will know or be able: to describe how clouds form to identify and describe different kinds of precipitation to explain how water moves through a cycle to describe different kinds of weather phenomena (e.g., tornados, hurricanes, etc.) Resources: Scott Forseman Unit C Chapter 1 Websites: 22

23 Key Vocabulary Precipitation humidity condensation Runoff evaporation water cycle 23

24 Review for NYS ELS Assessment ~ 2 weeks Mid to late April State Assessment scheduled for May 7 10, 2007 State Standards: All Big Ideas: Essential Questions: Prior knowledge: They should know it all. Unit Objectives: Review for state assessment Resources: 24

25 Unit 9 Health and Nutrition ~ 4 weeks May - June State Standards: Living Environment Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. (See Unit 2 for additional detail on LE Key Idea 2) 4.K-4.LE5.3 Describe the factors that help promote good health and growth in humans. 4.K-4.LE5.3a Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health. 4.K-4.LE5.3b Good health habits include hand washing and personal cleanliness; avoiding harmful substances (including alcohol, tobacco, illicit drugs); eating a balanced diet; engaging in regular exercise. Big Ideas: Organisms maintain a dynamic equilibrium that sustains life. Essential Questions: How can you keep your body systems healthy? What are good health habits? Prior knowledge: The students should know that all living things grow and carry out life functions in their particular environment. The students should know that humans have major body systems that form specific functions that need to be maintained to stay healthy. Unit Objectives: The students will know or be able: to name the body systems to describe the ways in which to keep all body systems healthy to identify the difference between good and bad health habits Resources: Scott Foresman Unit D Chapter1 Websites: Arianna s Nutrition Exploration website Key Vocabulary nutrient vitamin 25