Curriculum Plan
Science – MO
4th Grade
2019 – 2020
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
A – above grade level
Week 1: Unit 1 – Life Science
Topic: Earth and Space Science
Standard: 4-ESS1.C.1 The History of Planet Earth: Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.
| Big Idea for
Mini Lessons (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. | B:
O:
A: |
Allow students to share out what they learned today. | |
Weeks 2, 3 and 4: Unit 1 – Life Science
Topic: Changing Land
Standard: 4-ESS.2.A.1 Earth Materials and Systems: Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
| Big Idea for
Mini Lessons (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to construct an argument that some animals form groups that help members survive.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 5:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review unit 1. | |||
| Assessment of unit 1. | |||
Week 6: Unit 2 – Life Science
Topic: Plants’ Effect on Regions
Standard: 4-ESS2.E.1 Biogeology: Living things affect the physical characteristics of their regions
| Information for Mini Lessons (10 minutes) | Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Weeks 7 and 8: Unit 2 – Life Science
Topic: Plate Tectonics
Standard: 4-ESS2.B.1 Plate Tectonics and Large- Scale System Interactions: The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features in areas of Earth
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to analyze and interpret data from maps to describe patterns of Earth’s features.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 9: Unit 2 – Physical Science
Topic: Energy and Speed
Standard: 4-PS3.A.1 Definitions of Energy: The faster a given object is moving, the more energy it possesses
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to use evidence to construct an explanation relating the speed of an object to the energy of that object.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Weeks 10 and 11: Unit 2 – Physical Science
Topic: Transfer of Energy in Collision
Standard: 4-PS3.A.2 Definitions of Energy: Energy can be moved from place to place by moving objects or through sound, light, or electric currents.
4-PS3.B.1 Conservation of Energy & Energy Transfer: Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
The student is expected to ask questions and predict outcomes about the changes in energy that occur when objects collide.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 12:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review units 1 and 2. | |||
| Assessment of units 1 and 2. | |||
Weeks 13 and 14: Unit 3 – Physical Science
Topic: Chemical Processes
Standard: 4-PS3.D.1 Energy in Chemical Processes and Everyday Life: The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 15: Unit 3 – Physical Science
Topic: Motion of Waves
Standard: 4. PS4.A.1 Wave Properties: Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Weeks 16 and 17: Unit 3 – Physical Science
Topic: Wavelength and Amplitude
Standard: 4-PS4.A.2 Wave Properties: Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Weeks 18 and 19: Unit 3 – Physical Science
Topic: Light Reflection
Standard: 4-PS4.B.1 Electromagnetic Radiation: An object can be seen when light reflected from its surface enters the eyes.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. | B:
O:
A: |
Allow students to share out what they learned today. | |
Week 20:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review units 1, 2 and 3. | |||
| Assessment of units 1, 2 and 3. | |||
Week 21: Unit 4 – Life Sciences
Topic: Plant and Animal Parts
Standard: 4-LS1.A.1 Structure and Function: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
5-LS1.A.1 Compare and contrast the major organs/organ systems that perform similar functions for animals belonging to different vertebrates classes.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 22: Unit 4 – Life Sciences
Topic: Sense Receptors
Standard: 4. LS1.D.1 Information Processing: Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 23: Unit 4 – Life Sciences
Topic: Sense Receptors
Standard: 4. LS1.D.1 Information Processing: Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 24
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review units 1, 2, 3 and 4. | |||
| Assessment of units 1, 2, 3 and 4. | |||
