Curriculum Plan
Science – OH
4TH Grade
2019 – 2020
Resource: Fusion-Ohio
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
A – above grade level
IQF: Inquiry Flipchart
Weeks 1, 2, and 3: Fusion-Unit 1
Nature of Science: Studying Science
Big Idea: Scientists use scientific inquiry methods and critical thinking during investigations to answer questions about the world around us
STANDARDS: 4.7.1.A, F.7.1; F.7.1.C; 4.7.1 D
| Days | Essential Questions
for Mini-Lessons (5-8 minutes) |
Workshop (30 minutes) | Closure
(5 minutes)
|
|
| Teacher Time | Learning Stations Ideas | |||
| 1 | Lesson #1:
What do scientists do? |
Read and discuss Lesson 1
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
Journal Writing (Essential Question for each lesson should be put into the journal.)
Vocabulary (could be in science journal)
Fusion’s Inquiry Flipchart
Fusion’s Digital Curriculum
“Daily Science”
“Doing Science in Morning Meeting” |
Allow students to share out what they learned today. |
| 2 | Working in pairs, students complete activity from IQF A p.3 (Spin-a-Copter) Activity 1B (Design Your Own) can be put in a learning station. | |||
| 3 | Lesson #2:
What skills do scientists use? |
Read and discuss Lesson 2
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
Journal Writing (Essential Question for each lesson should be put into the journal.)
Vocabulary (could be in science journal)
Fusion’s Inquiry Flipchart
Fusion’s Digital Curriculum
“Daily Science”
“Doing Science in Morning Meeting” |
|
| 4 | Working in pairs, students complete activity from IQF p.4 (Pendulum Swing). Activity (Pantry Investigation) can be put in a learning station. | |||
| 5 | Lesson #3:
How do scientists collect and use data?
|
Read and discuss Lesson 3
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
Journal Writing (Essential Question for each lesson should be put into the journal.)
Vocabulary (could be in science journal)
Fusion’s Inquiry Flipchart
Fusion’s Digital Curriculum
“Daily Science”
“Doing Science in Morning Meeting” |
|
| 6 | Working in pairs, students complete activity from IQF p.5 (Rain, Rai, Come Again). Activity (Who’s Wet? Who’s Dry) can be put in a learning station. | |||
| 7 | Lesson #4:
Why do scientists compare result? |
Read and discuss Lesson 4
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
Journal Writing (Essential Question for each lesson should be put into the journal.)
Vocabulary (could be in science journal)
Fusion’s Inquiry Flipchart
Fusion’s Digital Curriculum
“Daily Science”
“Doing Science in Morning Meeting” |
|
| 8 | Working in pairs, students complete activity from IQF p.10 (Why o Scientists Compare Results?). | |||
| 9 | Lesson #5:
What kids of models do scientists use? |
Read and discuss Lesson 5
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
Journal Writing (Essential Question for each lesson should be put into the journal.)
Vocabulary (could be in science journal)
Fusion’s Inquiry Flipchart
Fusion’s Digital Curriculum
“Daily Science”
“Doing Science in Morning Meeting” |
|
| 10 | Working in pairs, students complete activity from IQF p.11 (Bridge Building). Activity Stress Test) can be put in a learning station. | |||
| 11 | Lesson #6:
How can you model a school? |
Read and discuss Lesson 6
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
Journal Writing (Essential Question for each lesson should be put into the journal.)
Vocabulary (could be in science journal)
Fusion’s Inquiry Flipchart
Fusion’s Digital Curriculum
“Daily Science”
“Doing Science in Morning Meeting” |
|
| 12 | Working in pairs, students complete activity from IQF p.12 (How Can You Model a School?). | |||
| 13 | Digital Lessons – online in pairs (teacher monitors) | |||
| 14 and 15 | Review and formative assessment with each group | |||
| Resource Materials | Resource Links |
Weeks 4, 5 and 6: Fusion-Unit 2
The Nature of Science: The Engineering Process
Big Idea: Engineers use a process to design products and processes that solve human problems.
STANDARDS: 4.8.1.A; 4.8.1.B; 4.8.1.C; 4.8.2A: 4.8.3.1.A
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| What is an engineering design process?
How can you design a solution to a problem?
What is technology?
How do we use technology?
|
B:
O:
A:
|
Allow students to share out what they learned today. | |
| Resource Materials | Resource Links |
Weeks 7, 8 and 9: Fusion-Unit 3
Earth Science: Earth’s Systems
Big Idea: The shape of Earth’s land changes over time. 70% of Earth’s surface is covered in water, which
travels through the water cycle.
STANDARDS: 4.5.1.A; 4.5.2.A; 4.5.3.A
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| What is the water cycle?
How do weathering and erosion shape earth’s surface?
What are some features found on Earth’s surface?
How does water change Earth’s surface?
|
B:
O:
A:
|
Allow students to share out what they learned today. | |
| Resource Materials | Resource Links |
Week 10
Review and Assessment
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| Through an engaging activity, review the nature of science and Earth science. | |||
| Assessment of the nature of science and Earth science. | |||
Weeks 11, 12 and 13: Fusion-Unit 4
Life Science Living Things and Their Environment
Big Idea: Living organisms are adapted to live in specific environments. Changes to environments affect an
organism’s survival.
STANDARDS: 4.LS.1, 4.LS.2
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| How are living things adapted to their environment?
Why do bird beaks differ?
How do environmental changes affect organisms?
How do environmental changes affect organisms? How does drought affect plants? |
B:
O:
A:
|
Allow students to share out what they learned today. | |
| Resource Materials | Resource Links |
Weeks 14, 15 and 16: Fusion-Unit 5
Life Science: Earth’s Living History
Big Idea: Fossils help us understand Earth’s history
STANDARDS: 4.LS.1, 4.LS.2
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| What are fossils?
What was ancient Earth like?
How can scientists use fossils? |
B:
O:
A:
|
Allow students to share out what they learned today. | |
| Resource Materials | Resource Links |
Week 17:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| Through an engaging activity, review the nature of science, life science and Earth science. | |||
| Assessment of the nature of science, life science and Earth science. | |||
Weeks 18, 19, 20 and 21: Fusion-Unit 6
Physical Science Matter
Big Idea: Matter has measurable physical properties that can be used to determine how matter is
conserved, changed, and used.
STANDARDS: 4.PS.1, 4.PS.2
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| What are solids, liquids, and gases?
How does water change?
How does matter change?
What is conservation of mass?
What are mixtures and solutions?
How do substances change when they form a solution? |
B:
O:
A:
|
Allow students to share out what they learned today. | |
| Resource Materials | Resource Links |
Weeks 22, 23 and 24: Fusion-Unit 7
Physical Science: Forms of Energy
Big Idea: Energy exists I many forms that can be transferred between objects.
STANDARDS: 4.PS.1, 4.PS.2
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| What are some forms of energy?
Where does energy come from?
What are conductors and insulators?
How do conductors and insulators differ? |
B:
O:
A:
|
Allow students to share out what they learned today. | |
| Resource Materials | Resource Links |
Weeks 25, 26, 27 and 28: Fusion-Unit 8
Physical Science: Electricity
Big Idea: Electric currents and magnets can be used for many purposes.
STANDARDS: 4.PS.1, 4.PS.2
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| What is electricity?
How do electric charges interact?
What is an electric circuit?
What are electric circuits, conductors, and insulators?
How do we use electricity? |
B:
O:
A:
|
Allow students to share out what they learned today. | |
| Resource Materials | Resource Links |
Week 29, 30 and 31:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Workshop | Wrap Up | |
| Teacher Time | Learning Stations Ideas | ||
| Through an engaging activity, review the nature of science, earth science, life science and physical science. | |||
| Assessment of the nature of science, earth science, life science and physical science. | |||
