Science Scope & Sequence · PDF fileCompare the observations made by ... • I can communicate that data gathered ... • I can justify my conclusions with evidence. experience....

SCIENCE SCOPE & SEQUENCE

THE SCHOOL DISTRICT OF PALM BEACH COUNTY

2017-2018

1 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education

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How to Use This Planning Tool The Scope and Sequence has been created by the Department of K-12 Curriculum’s Elementary Science team to assist the teacher in planning for meaningful instruction of the science content. It is a recommended progression of content, organized into units, compiled based upon the course description provided by the Florida Department of Education.

Format: The format for each unit includes the Benchmark/standard from the Florida Department of Education course description alongside Student Targets which illustrate the fundamental knowledge and understanding that each student should be able to do in the progression towards mastery of the benchmark. The Key Questions are sample guiding questions, targeting key concepts, that the student should be able to answer following instruction.

At the end of each unit is a set of Resources as described in the chart below. It is strongly suggested that these resources be integrated at the teacher’s discretion, based upon the readiness levels of his/her students.

Vocabulary SSA vocabulary bolded Daily Essential Questions HMH Science Fusion Resources

RESOURCES FOR UNIT

This box includes recommended vocabulary for the student to reach mastery of the concepts within this

unit. Vocabulary identified by the Florida Department of Education, which students may see on the Statewide

Science Assessment, are bolded.

These questions are exemplars which may be utilized to bring the lesson into focus and to guide the inquiry

as students explore this content.

This box includes the varied lessons and units which correspond to the standards within this unit. Please be selective in choosing the aspects of each lesson

which align to your content focus.

Assessment Tools Content Literacy Open Education Resources The tools shown here are a means to assist the

teacher in developing appropriately complex, content-based questions. The link to the State Item

Specifications may be helpful in reviewing the foundational pieces for each parent benchmark.

The texts shown here align with the content of this unit. Each text should be accessible within the school media center or classroom library. Please note that this is not a complete list, just a few ideas to get you

started on science-literacy integration.

The resources within this section are a small sampling of free, educational resources which are

accessible via the internet. We intend to update this box as new resources become available and would

appreciate your suggestions as well. Teacher Notes

The information provided here is intended to alert the teacher to those standards which may or will be assessed on the Grade 5 Statewide Science Assessment, as well as to provide suggestions as to the level of depth of instruction, content with which students may struggle, and other helpful hints for the science classroom.

The importance of Grade 4 Science instruction: The content of the Grade 4 Scope and Sequence is not only to be utilized in preparation for the Statewide Science Assessment. Rather, the content covered in Grade 4 lays the foundational framework for future science study and is crucial to success in the middle and high school grades. In addition, science instruction utilizing the 5E and/or inquiry-based modes of instruction encourage independent, critical thinking and application.

Integration of Nature of Science standards: The Big Ideas focusing on the Nature of Science should be consistently fused with content units as appropriate for your students throughout the year. It is critical that students understand how to integrate these concepts and that these practices of science are not stand-alone.


Big Ideas: The Practice of Science Unit 1: Studying Science

Unit Essential Question: What do scientists do? Suggested Pacing: August 14 – September 15 (24 days)

Benchmark Student Targets Key Questions

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations. (assessed as SC.5.N.1.1)

• I can explain that science focuses on the natural world only.

• I can explain that scientists make observations, ask questions, and conduct investigations.

• I can explain that scientists conduct multiple types of investigations, including traditional experiments that involve fair testing.

• I can recognize that scientists often conduct research as part of an investigation.

• I can identify different tools that scientists use to study objects and properties.

• I can describe that measurements and recording methods need to be accurate because data are used as evidence for scientific explanation.

• I can record data in tables and charts based on the purpose of the data.

What is a testable question? any question that can be answered by performing an experiment How is an investigation different from experimentation? an investigation is a procedure carried out in order to observe a response to a stimulus but is not a complete experiment; in an experiment, a procedure is carried out and repeated under controlled conditions to discover, demonstrate, or test a hypothesis; experiments include all the components of the scientific method including: identifying a problem, collecting background information, forming a hypothesis, designing an experiment, performing the experiment to test the hypothesis, observing, recording, and analyzing data, repeating the experiment to verify the outcome, drawing conclusions about the experiment from the analyzed data, communicating the results in a log or displaying the findings for a science fair, and explaining how it applies to real-life situations

SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. (assessed as SC.5.N.2.2)

• I can measure an object using several different kinds of tools (standard and non-standard units of measurement) and compare my results with others people’s.

• I can explain the importance of accuracy when measuring and why differences in measurements may occur.

What is an accurate observation? an accurate observation is an observation that involves using all your senses (i.e., sight, smell, touch, hearing, and taste) and involves using scientific tools to examine the characteristics and properties of objects and events; accurate observations have complete and varied written descriptions and numeric data recorded with units of measurement What is comparing? comparing is identifying common (similar) and distinguishing characteristics among objects or events; a comparison is basically how objects or events are alike What is contrasting? contrasting is identifying uncommon (dissimilar) and distinguishing characteristics among objects or events; a contrast is basically how objects or events are different

SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. (assessed as SC.5.N.2.1)

• I can explain that scientists conduct multiple types of investigations.

• I can explain that inquiry skills are used in daily life. • I can identify examples of inquiry skills used to do

common tasks.

What are qualitative observations? qualitative observations describe the qualities of, or change in, an object or organism as detected by the observer’s senses (sight, hearing, smell, taste, or touch); some qualitative observations include: shape, color, texture, pattern, movement, odor, taste, and sounds What is quantitative data? quantitative data is data in numbers, usually measurements with units; some examples of quantitative data are length, width, or height measurements in centimeters, meters or kilometers; mass measurements in grams or kilograms; liquid measurements in milliliters, liters, or kiloliters; temperature in degrees Celsius and Fahrenheit; and time in seconds, minutes and hours; quantitative data can also include numbers with units that result from mathematical calculations like volume, area, sum, or mean

SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. (assessed as SC.5.N.1.1)

• I can record data in tables and charts based on the purpose of the data.

• I can communicate that data gathered are based on measurement and observation, not inferences.

How are inferences and observations different? an inference is an explanation that you figure out based on your past experiences and without actually observing something yourself; observations involve using your senses to describe the natural world; observations are often made during experiments and sometimes you get information about the world just by observing it and taking measurements


SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. (assessed as SC.5.N.2.2)

• I can compare and contrast my data with that of my classmates.

• I can compare and contrast the procedures and methods of my experiment with those of my classmates.

How can communicating your results improve an investigation? sharing your results with others and getting feedback can help you confirm your findings and identify questions for further investigation

SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. not assessed

• I can answer questions with a reasonable conclusion. • I can justify my conclusions with evidence.

How are predictions and hypotheses different? a prediction is a guess about what will happen under certain conditions that is based on observations and research; you use your prior knowledge or experiences to predict what will happen; a hypothesis is an idea that can be tested by experimentation and observation; a hypothesis leads to new knowledge

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. (assessed as SC.5.N.2.1)

• I can explain that scientists make observations, ask questions, conduct investigations, and produce evidence that guides scientific thought and theory.

• I can recognize that scientific knowledge requires evidence.

What is a claim? a claim is a deduction, pattern or observable finding from an activity, investigation or experiment What is evidence? evidence is the data gathered in an activity, investigation or experiment How do you write a conclusion statement? a conclusion is the justification that links a claim and evidence together; students should write a conclusion statement for each paired claim and evidence by combining the claim and the evidence that justifies it together using the conjunction because so that both make a compound sentence

SC.4.N.1.8 Recognize that science involves creativity in designing experiments. not assessed

• I can identify ways in which creativity plays a role in the design of an experiment.

What is a variable? a variable is any factor, condition, or event that can change in an experiment; before you begin any experiment you must identify the variable that can affect the results; you then need to decide which variable you want to control and which you want to vary (change); the only variables that should change are factor that will confirm or reject your hypothesis What is a control? any factors, conditions or events you keep the same (constant or fixed) in an experiment are called controls; the best experiments are designed so all the variables are controlled except the factors you think will confirm your hypothesis What is a trial? each set of repeated measurements in an experiment is called a trial; the more measurements (observations) you make, the more reliable your results; whenever possible, you should repeat an experiment several times with more than one set of test samples and then average the results; experiments with multiple trials and multiple samples that follow exactly the same experimental procedures in every trial are the most valid

SC.4.N.2.1 Explain that science focuses solely on the natural world. not assessed

• I can describe that the focus of science is on the natural world. What does science study? the natural world

SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. not assessed

• I can communicate that scientists use different types of models depending on the subject they are studying.

• I can identify differences between examples of models such as a picture, replica, or animation.

• I can determine that technology has helped scientists make more accurate models.

• I can measure the classroom using metric tools such as tape measures and meter sticks.

• I can construct a model of the classroom, and compare the models made noting differences based on spatial awareness or measurements.

What is a scientific model? a scientific model is a simplified version of a part or event in nature; models explain what that part or event looks like and how it works; scientists make physical models to represent things that cannot be observed directly; drawings, diagrams, objects, mathematical equations, and computer simulations can be scientific models; sometimes it is helpful to develop a model to explain what you find out in an experiment; as scientists conduct more experiments, they gain new information about relationships that can be used to update and improve existing models What is a scale model? a scale model is a model that is a miniature of the actual part in size or shape; a scale model is made by measuring the actual part and then converting those measurements into proportional values in a smaller denomination to make an exact miniature



RESOURCES FOR UNIT 1

scientist science observation investigation hypothesis inference microscope

three-dimensional model computer model experiment law scientific method

pan balance spring scale data model two-dimensional model

What do scientists do? What skills do scientists use? How do scientists collect and use data? Why do scientists compare results? What kinds of models do scientists use? How can you model a school?

Unit 1: Lessons 1, 2, 3, 4, 5, 6 Unit 2: Lessons 1, 2, 3, 4 Unit 3: Lessons: 1, 3, 4, 5 Unit 4: Lessons 1, 2, 3, 4, 5 ,6 Unit 5: Lessons 1, 2

Unit 6: Lessons 1, 2, 3, 4 Unit 7: Lessons 1, 2, 3, 4 Unit 8: Lessons 1, 2 Unit 9: Lessons 1, 2, 3, 4 Unit 10: Lessons 1, 2, 3, 4, 5

Assessment Tools Content Literacy Open Education Resources

Statewide Science Item Specifications (pp. 30-35) ThinkCentral Comprehension Check: The Practice of Science Unit 1 USA

Blue ScienceSaurus: Scientific Investigation (pp. 2-27) Picture Perfect Science: What's Poppin' (p. 91) Macmillan - Time for Kids, Science Workstation: How Trees Help Us Blue ScienceSaurus (p. 11) Macmillan Leveled Reader: Dream Jobs Kids & Florida Explorers Picture Perfect Science: Earthlets (p. 37) Macmillan - Time for Kids, Science Workstation: Nature's Mysteries Macmillan Leveled Reader: Marie Curie, Dr. Jonas Sallk, & Thomas Alva Edison Blue ScienceSaurus: Using Tables and Graphs (pp. 60-73) Picture Perfect Science: Brainstorms (p. 279-293) Blue ScienceSaurus: Looking at Data & Explaining Results (pp.15- 19) Blue ScienceSaurus: Students Doing Science (pp. 26- 27) Girls Think of Everything: Stories of Ingenious Inventions by Women by Catherine Thimmesh (Houghton Mifflin, 2000) Blue ScienceSaurus: Maps (pp. 403- 407) Sea Clocks: The Story of Longitude by Louise Borden & Margaret K. McElderry (2004) Neo Leo: The Ageless Ideas of Leonardo da Vinci by Gene Barretta Henry (Holt, 2009)

The Why Files NewsELA Elementary Youtube: Hands On Experiments Ted Ed: Simple Ideas Lead to Discovery Study Jams: Identify Outcomes and Make Predictions

Teacher Notes

• The following Grade 4 standards from this unit may be assessed on the Grade 5 Statewide Science Assessment: SC.4.N.1.1, SC.4.N.1.2, SC.4.N.1.3, SC.4.N.1.6, SC.4.N.1.5, SC.4.N.1.7 • The Nature of Science Standards should be consistently fused with content units as appropriate for your students throughout the year. It is critical that students understand how to integrate these concepts and

that these practices of science are not stand-alone.

http://www.fldoe.org/core/fileparse.php/5682/urlt/0077913-fl09g5sci.pdf

http://whyfiles.org/

https://newsela.com/elementary/

https://www.youtube.com/watch?v=n048J8cMvNA

http://ed.ted.com/lessons/how-simple-ideas-lead-to-scientific-discoveries#review

http://studyjams.scholastic.com/studyjams/jams/science/scientific-inquiry/sidentify-outcomes.htm


Big Ideas: Properties of Matter, Changes in Matter Unit 4-5: Matter and Its Properties, Matter and Its Changes

Unit Essential Question: What are physical properties of matter? Suggested Pacing: September 18– October 27 (28 days)


SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. (assessed as SC.5.P.8.1)

• I can define matter and mass. • I can compare a set of objects by their physical

properties. • I can define volume. • I can define density. • I can classify a group of objects by their observable

properties. • I can use standard measurements to quantify

observable properties of an object.

What are mass and volume? mass and volume are properties of matter; mass is the amount of matter an object contains, and volume is the amount of space it takes up; mass is measured in grams (g) and kilograms (kg), and volume is measured in cubic centimeters (cm3), cubic meters (m3), or milliliters (mL), Liters (L) and kiloliters (kL) What is density? density is a property of matter; it compares the mass (amount of matter) per volume (amount of space) in an object How are solids, liquids, and gases different? solids have a definite volume and shape; liquids have a definite volume but no definite shape, so they take the shape of their container; gases have no definite volume or shape; the motion of particles in matter determines its physical state or phase (if it’s a solid, liquid or gas) and temperature How are density and buoyancy related? buoyancy is the ability of matter to float or sink in a liquid (or gas); objects denser than water sink. If a solid is denser than fresh water (1.0g/cm3), it will sink; if a solid’s mass can be spread out over more surface, lowering its mass per unit volume below water (0.99 g/cm3 or lower), it will float

SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. not assessed

• I can use a pan balance to illustrate the law of conservation of mass.

Will the weight of an object equal the sum of all its disassembled parts? the weight of an object will equal the sum of all its disassembled parts only when all the parts are weighed together and no parts are missing

SC.4.P.8.2 Identify properties and common uses of water in each of its states. not assessed

• I can describe the three states of water. • I can explain how heating and cooling change the

states of matter.

What are the physical properties and states of water? water is a colorless, odorless, tasteless, liquid. Water occurs naturally on Earth as a liquid (water), solid (ice, snow, sleet) and gas (water vapor) Why is water important? without water there would be no life on Earth

SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. (assessed as SC.5.P.13.1)

• I can compare the properties of magnets. • I can recognize the usefulness of magnets. • I can observe how magnets can be used to produce

motion. • I can recognize the usefulness of magnets. • I can experiment with magnets to show that they can

attract objects containing iron.

What is a magnet? a tool that pulls (attracts) iron and a few other magnetic materials What is magnetism? the pull between an object and a magnet creates a force called magnetism How do magnets react with other magnets? magnets can push or pull on other magnets; when magnets push away or repel, they do so because they are aligned so that similar poles (North-North or South-South) are facing each other; two magnets pull together or attract when two unlike poles (North-South) are aligned

SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal and plant matter, burning, rusting, and cooking. (assessed as SC.5.P.9.1)

• I can explain how chemical changes differ from physical changes.

• I can describe examples of physical and chemical changes.

• I can identify changes in an object’s properties that signal a chemical change.

What is a physical change? changes from one form to another without turning into a new substance What evidence indicates a physical change has happened? the object (substance) changed, but what it is made out of did not What is a chemical change? a chemical change is when one or more substances change into one or more new substances What evidence may indicate a chemical change has happened? the properties of the new substances are different form the properties of the original substances


Vocabulary SSA vocabulary bolded Daily Essential Questions HMH Science Fusion Resources RESOURCES FOR UNIT 4-5

matter physical property mass volume density solid liquid

gas change of state evaporation condensation magnetism attraction repel

magnetic field magnetic pole electromagnet motor physical change chemical change

What are physical properties of matter? How are physical properties observed? What is conservation of mass? What are the states of water? What are magnets? How do magnets attract objects? What are physical and chemical changes? How can you tell when a new substance forms>

Unit 1: Lesson 4 Unit 4: Lessons 1, 2, 3, 4, 5, 6 Unit 5: Lessons 1, 2


Statewide Science Item Specifications (pp. 51-52, 55, 61-62) ThinkCentral Comprehension Check: Properties of Matter ThinkCentral Comprehension Check: Changes in Matter Unit 4 USA Unit 5 USA

Blue ScienceSaurus: Using Science Tools and Equipment (pp. 38-55) Blue ScienceSaurus: Properties of Matter (pp.244- 247) Macmillan Leveled Reader: Measuring Matter Temperature by Rebecca Olien (Capstone, 2005) A Matter of Survival: Properties of Matter by Ann Weil (Raintree, 2006) Physics: Why Matter Matters! by Dan Green (Kingfisher, 2008) Blue ScienceSaurus (pp. 46-48; 244) Blue ScienceSaurus: States of Matter (pp. 261-265) Picture Perfect Science: Chemical Change Café (p. 215-234) Macmillan - Time for Kids, Science Workstation: Popcorn Blue ScienceSaurus: Magnetism (pp. 304-305) Blue ScienceSaurus: Chemical Changes (pp. 266-267) States of Matter: A Question and Answer Book by Fiona Bayrock, (Capstone, 2006) Matter by Jane Weir (Compass Point, 2009)

NewsELA Elementary Study Jams: Properties of Matter Study Jams: Physical & Chemical Changes of Matter

Teacher Notes

• The following Grade 4 standards from this unit may be assessed on the Grade 5 Statewide Science Assessment: SC.4.P.8.1, SC.4.P.8.4, SC.4.P.9.1 • The concepts encompassed in SC.4.P.9.1 are foundational to understanding of the abstract concepts covered in SC.5.P.9.1 and are best-served using a hands-on approach.



http://studyjams.scholastic.com/studyjams/jams/science/matter/properties-of-matter.htm

http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm


Big Ideas: Forms of Energy Unit 6: Energy and Its Uses

Unit Essential Question: What are some forms of energy? Suggested Pacing: October 30 – December 1 (19 days)


SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. (assessed as SC.5.P.10.1)

• I can identify things that use energy. • I can identify sources of energy. • I can describe the uses of mechanical energy. • I can differentiate between potential and kinetic energy. • I can identify sources of light energy. • I can understand that sound is a form of energy

produced through vibrations. • I can describe the uses of chemical energy and how

chemical energy can be changed to other forms of energy.

• I can identify energy uses and their sources.

What is energy? energy is the ability to do work; work is done when a force moves an object; energy causes motion and can also cause changes in matter What is light? light is a form of energy that travels in waves and can move through empty space where there is no air What is heat? heat is a form of energy caused by the moving particles in a substance What is sound? sound is a form of energy produced by vibrating matter What is electricity? a form of energy that is produced when electrons move form one place to another What type of energy do moving object have? a moving object has kinetic energy; the faster an object moves the greater its mass and the more kinetic energy it has

SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. (assessed as SC.5.P.10.2)

• I can identify energy uses and their sources. • I can describe how energy can be changed from one

form to another form. • I can identify how potential energy is transferred into

kinetic energy. • I can investigate how energy has the ability to cause

motion.

What can energy do? energy can cause motion and changes in matter What is a force? a force is a push or a pull

SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. (assessed as SC.5.P.10.1)

• I can experiment with sound by changing the pitch of a vibrating object.

• I can observe changes in pitch by using a rubber band stretched to different lengths.

What causes sound? sound is a form of energy produced by vibrating objects How is a loud sound different from a soft sound? louder sounds are created by larger vibrations.; larger vibrations make stronger movements in the air molecules as the sound travels; smaller vibrations cause softer (quieter) sounds What is pitch? the pitch of a sound is how high or low it sounds; in high sounds compressions happen more often and lower sounds, compressions happen less often

SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. (assessed as SC.5.P.10.2)

• I can describe how water is a source of energy. • I can describe how moving water can be used to

produce mechanical or electrical energy. • I can describe how wind is a source of energy. • I can describe how moving air can be used to produce

mechanical or electrical energy. • I can describe how wind, water, and the sun are

sources of energy. • I can describe how moving air, water, and sunlight can

be used to produce mechanical or electrical energy.

What is erosion? erosion is the movement of sediments by wind, water, ice and gravity


Vocabulary SSA vocabulary bolded Daily Essential Questions HMH Science Fusion Resources RESOURCES FOR UNIT 6

energy kinetic energy potential energy mechanical energy

chemical energy electrical energy wind energy hydroelectric

solar energy vibration pitch

What are some forms of energy? Where does energy come from? What is sound? How do we use wind and water for energy?

Unit 6: Lessons 1, 2, 3, 4


Statewide Science Item Specifications (pp. 56-58) ThinkCentral Comprehension Check: Forms of Energy Unit 6 USA

Blue ScienceSaurus: Forms of Energy (p. 285) Blue ScienceSaurus: Heat Energy (pp. 289-291) Macmillan - Time for Kids, Science Workstation: Batter Up Macmillan Leveled Reader: An Eye on Energy Picture Perfect Science: Mirror, Mirror (p. 147-156) Macmillan - Time for Kids, Science Workstation: The Light Bulb, Windforms, A Chinese Invention Flick a Switch: How Electricity Get to Your Home by Barbara Seuling (Holiday) Blue ScienceSaurus: Sound (pp. 315-317) Picture Perfect Science: Sounds of Science (pp. 205-213) Light and Sound by Dr. Mike Goldsmith (Kingfisher, 2007) Blue ScienceSaurus: Energy from Water (p. 325) Blue ScienceSaurus: Energy from Wind (p. 326)

NewsELA Elementary Energy Lessons Sourcebook Study Jams: Sound

Teacher Notes

• The following Grade 4 standards from this unit may be assessed on the Grade 5 Statewide Science Assessment: SC.4.P.10.1, SC.4.P.10.2, SC.4.P.10.3, SC.3.P.10.4 • It is helpful to arrange visual and hands-on approaches to the concepts of energy transfer and sound, as these are concepts often difficult for students to grasp.



https://www.tvakids.com/

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm


Big Ideas: Energy Transfer and Transformations, Motion of Objects Unit 7-8 : Heat, Forces and Motion

Unit Essential Question: What is heat? Suggested Pacing: December 4 – January 12 (19 days)


SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. (assessed as SC.5.P.10.4)

• I can describe two ways to transfer heat. • I can describe radiation. • I can define heat and temperature. • I can identify sources of heat. • I can describe three ways to transfer heat. • I can observe that an object’s temperature increases

when it is exposed to a heat source.

What is heat? heat is the movement of thermal energy between different matter that is at different temperatures How does thermal energy naturally transfer? heat always moves from hot matter to cold matter What is conduction? conduction is the movement of heat from hotter matter to colder matter it is touching; this transfer of thermal energy is caused when particles in the hotter matter bump into and speed up the particles in the colder matter and continues until both pieces of matter are the same temperature What is convection? convection is the movement of heat energy in a fluid (liquid or gas) in which warmer fluids ‘rise’ and cooler fluids ‘sink’ creating a current (flow) from hot to cold What is radiation? radiation is the movement of tiny ‘bundles of light’ energy (called photons) that include both light and heat in waves from the Sun to the Earth through empty space

SC.4.P.11.2 Identify common materials that conduct heat well and poorly. (assessed as SC.5.P.10.4)

• I can identify materials that conduct heat well. • I can determine which materials can be used to prevent

the transfer of energy as heat. • I can recognize that some materials conduct heat better

than others. • I can classify a small group of objects by an observable

property: objects that conduct heat well and those that do not.

What is conduction? conduction is when heat moves from a warmer material to a colder material it is touching What is the difference between a conductor and an insulator? a conductor is a material that heat can easily move through; an insulator is a material that heat can’t easily move through How does conduction move heat from one object to another? when two substances come into contact, their particles touch and the energy of the faster moving particles is transferred to the slower moving particles until the particles in both substances are moving at the same speed (their temperature is equalized)

SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction. (assessed as SC.5.P.13.2)

• I can observe and record changes of position. • I can explain how to describe motion. • I can explain how to measure motion. • I can compare the motion of various objects. • I can describe how velocity and acceleration are

related.

What is motion? motion is a change in position What causes motion? motion is caused when unbalanced forces are applied to an object Forces act in pairs opposite in direction to each other. If the pair of forces are balanced (equal in strength), the object is ‘at rest’ (not moving). However, when one force becomes stronger than the other (unbalancing the pair of forces), the object begins to move in the direction the stronger force is applied. The more force applied, the faster the object will move.

SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. (assessed as SC.5.P.13.2)

• I can observe and record changes of position. • I can explain how to measure motion. • I can determine the speed of a moving object by

measuring the distance it travels and the time required. • I can recognize the difference between speed and

velocity and record both for a moving object.

How can motion be measured? motion can be measured by dividing the distance an object moves by the time it takes to move (speed = distance/time); this calculation is called the object’s speed and describes the rate at which the object is moving


Vocabulary SSA vocabulary bolded Daily Essential Questions HMH Science Fusion Resources RESOURCES FOR UNIT 7-8

heat conduct convection radiation

conductor insulator position motion

speed velocity force acceleration

What is heat? How is heat produced? What are conductors and insulators? Which materials are conductors? What is motion? What is speed?

Unit 7: Lessons 1, 2, 3, 4 Unit 8: Lessons 1, 2


Statewide Science Item Specifications (pp. 59-62) ThinkCentral Comprehension Check: Motion of Objects ThinkCentral Comprehension Check: Energy Transfer and Transformations Unit 7 USA Unit 8 USA

Blue ScienceSaurus: Transfer of Heat Energy (pp. 292; 294) Blue ScienceSaurus: Conductors and Insulators of Heat (p. 293) Blue ScienceSaurus: Describing Motion (pp. 275-276) Blue ScienceSaurus: Changing Motion (pp.277-279) Macmillan Leveled Reader: Force & Motion in Sports Picture Perfect Science: Sheep in a Jeep (p. 181-204) Forces: Science All Around Me by Karen Bryant- Mole (Heinemann, 2002) Forces and Motion: From Push to Shove by Christopher Cooper (Heinemann, 2003) Force and Motion: Laws of Movement by Don Nardo (Compass Point, 2008)

NewsELA Elementary Heat Transfer Game Brainpop: Force Brainpop: Distance, Rate, & Time

Teacher Notes

• The following Grade 4 standards from this unit may be assessed on the Grade 5 Statewide Science Assessment: SC.4.P.11.1, SC.4.P.11.2, SC.4.P.12.1, SC.4.P.12.2 • Students may struggle with the concept of heat (in that there is no such thing as cold, just the absence of heat). It is helpful to demonstrate the flow of heat with hands-on activities.



http://www.sciencekids.co.nz/gamesactivities/keepingwarm.html

https://www.brainpop.com/science/motionsforcesandtime/force/

https://www.brainpop.com/science/motionsforcesandtime/force/


Big Idea: Earth and Space in Time Unit 2: Earth’s Place in Space

Unit Essential Question: How does Earth rotate and revolve in space? Suggested Pacing: January 16 – February 15 (23 days)


SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. Also assessed: SC.4.E.5.1, SC.4.E.5.2, SC.4.E.5.3

• I can explain how Earth's rotation causes day and night.

• I can describe the apparent motion of objects in the sky.

• I can form a model to represent the observable motion of the sun and moon across the sky.

• I can communicate how Earth’s rotation on its axis explains the apparent motion of the sun and moon.

Why are the movements of the Sun, Earth, and stars important? the observation that the Sun, Earth, Moon and stars are constantly in motion, all rotating and some orbiting around their more massive neighbors is important because by tracking their motions from Earth, man can measure time - in days, months and years, has learned what causes the seasons on Earth, and has developed a calendar predicting future events

SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. (assessed as SC.4.E.5.4)

• I can recognize that the seasons result from Earth's tilt and orbit around the Sun.

What causes day and night on Earth? the rotation of Earth on its axis causes day and night. Every 24 hours the Earth turns completely around once on its axis; from one position on Earth you spend about half that time turning into the Sun’s light called “day” (daylight hours); the other half of that time you are turning away from the Sun’s light into the darkness called “night” (nighttime hours) How long does it take Earth to make one orbit around the sun? the Earth revolves once around the Sun every 365¼ days; to adjust for the ¼ day on the calendar, every four years we add one extra day to the month of February; the year we add that day is called a “leap year.” (If you were born on February 29, you would only have a ‘birthday’ every four years. Unfortunately, you will still be four years older.)

SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month. (assessed as SC.4.E.5.4)

• I can identify and predict changes in the appearance of the moon.

• I can explain how calendars can be used to predict changes in the appearance of the moon.

Why is the Moon visible at night? the Moon is visible at night because the Moon is lit by sunlight that bounces off of it; the light reaches Earth as reflected moonlight Why does the Moon’s appearance change over a month? from night to night, the shape of the Moon looks different; the changes in how the Moon looks to people on Earth are called the moon’s phases; the Moon doesn't really change shape as it is always shaped like a ball; what does change is the part of the Moon that reflects light from the Sun to the Earth; the Moon goes through 8 different shapes or phases which then repeat about every 29½ days What are the moon’s phases called and how do they appear from Earth? the phases are new moon (the dark half of the moon you don’t see), waxing crescent (sliver or crescent lit right), first quarter (right half lit), waxing gibbous (almost fully lit right, except left edge), full moon (fully lit), waning gibbous (almost fully lit left, except right edge), last quarter (left half lit), and waning crescent (sliver or crescent lit left)


SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. (assessed as SC.4.E.5.4)

• I can explain that different constellations are visible in different seasons as a result of Earth’s revolution.

What is a constellation? a constellation is a very large group of bright stars that form a pattern in the night sky; the people of ancient times watched the night sky like we watch television today; they told stories and matched them to constellations in the night sky honoring their gods and fallen heroes How have people used the constellations? as the seasons changed, so did the constellations ancient people could see at night; these changes reminded them when to plant and harvest their crops; early explorers used the stars to navigate their ships at sea; today people are unaware of the changes that occur in the night sky because they cannot see most of the constellations due to bright street lighting which limits their view of the night sky Why do the constellations change from season to season? as the tilted Earth orbits the Sun, the seasons change and the view of the solar system from Earth changes revealing different constellations visible from each new point in the orbit

SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida. not assessed

• I can explain why Florida is one of the nation’s centers for space exploration.

• I can explain how Florida benefits from the space exploration industry.

• I can describe technologies that have developed as a result of the space program.

What is space exploration? man's attempts to learn more about outer space and the objects in our solar system; man has explored space using both robotic probes and manned flight and exploration How has space research and exploration effected the economy and culture of Florida? known as the "Space Coast" both the climate and weather in South Florida makes it an idea location to assemble and launch the space crafts we use to study outer space; as a result our state has benefited from the jobs, merchandise, technology and tourism generated by the space programs


RESOURCES FOR UNIT 2

rotation axis orbit

constellation moon phases

telescope space probe

How does Earth rotate and revolve in space? How does Earth move in space? What are moon phases? How does technology help us learn about space?

Unit 2: Lesson 1, 2, 3, 4


Statewide Science Item Specifications (pp. 40-41) ThinkCentral Comprehension Check: Earth in Space and Time Unit 2 USA

Picture Perfect Science: Day and Night (p. 251-263) Sun by Steve Tomecek (National Geographic Society, 2006) Blue ScienceSaurus: Earth's Rotation & Revolution (pp. 218-221) Picture Perfect Science: The Changing Moon (p. 235-250) Blue ScienceSaurus: Moon Motions (pp. 222-223) More Picture Perfect Science: Stargazers (pp. 179-195) Blue ScienceSaurus: Constellations (pp. 236-237) Find the Constellations by H.A. Rey (Houghton Mifflin, 2008)

NewsELA Elementary Youtube: Phases of the Moon Moon Phases Calendar Study Jams: A Day on Earth Explaining the Phases of the Moon History Channel: The Universe 7 Ways to Teach Moon Phases

Teacher Notes

• The following Grade 4 standards from this unit may be assessed on the Grade 5 Statewide Science Assessment: SC.4.E.5.1, SC.4.E.5.2, SC.4.E.5.3 • The following Grade 4 standards from this unit will be assessed annually on the Grade 5 Statewide Science Assessment: SC.4.E.5.4 • Students often confuse the phases of the moon as caused by a shadow from Earth. Several well-placed demonstrations can help to correct this misconception.



https://www.youtube.com/watch?v=bWeaQctUp1c

http://www.moonconnection.com/moon_phases_calendar.phtml

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-on-earth.htm

http://www.watchknowlearn.org/Video.aspx?VideoID=25133&CategoryID=2802

http://www.history.com/shows/the-universe/videos/the-universe-backyard-astronomer---the-constellations

http://thesciencepenguin.com/2014/09/7-ideas-to-teach-students-about-moon-phases.html


Big Idea: Earth Structures Unit 3: Rocks, Minerals, and Resources

Unit Essential Question: How does Earth’s surface change? Suggested Pacing: February 19 – March 29 (23 days)


SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). (assessed as SC.4.E.6.2)

• I can recognize the physical characteristics of rock. • I can recognize the physical characteristics of rock. • I can identify sedimentary rock and metamorphic rock,

and explain how each forms. • I can identify the three types of rock and explain how

each forms.

What is a rock? rocks are solid earth materials made of minerals; most rocks are a mixture of different minerals; sedimentary rocks may also contain the remains of living things How are rocks classified? rocks are classified into three groups based on how they form: igneous, sedimentary, or metamorphic rock. Igneous rocks form from high temperature molten magma deep in the Earth or lava on the Earth’s surface. Sedimentary rocks form from pieces of rock, minerals, sediments, and the remains of living things that pile up in riverbeds, lake bottoms, or the ocean floor. Metamorphic rocks are existing rocks (igneous or sedimentary) that have been changed (reformed) by heat and pressure deep in the Earth’s crust.

SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. annually assessed Also assessed: SC.4.E.6.1

• I can explain what minerals are and how they form. • I can identify the physical properties of minerals. • I can sort minerals into groups based on their physical

properties.

What are minerals? a mineral is a naturally formed, solid substance that has never been alive or formed from a living thing; minerals have a crystal structure; a crystal structure has a definite pattern in the way the particles in the mineral are arranged; a mineral has a crystal structure even if it does not have a crystal shape you can see What are the common physical properties of Earth-formed minerals? - color a mineral may be one color or many colors; you cannot identify a mineral by color alone, but color is helpful alone with other properties - luster describes how a mineral reflects light from its surface; some minerals are shinny like metal or glass, others are dull or waxy - hardness is the ability of a mineral to resist being scratched - cleavage is the tendency of a mineral to break along a flat surface - streak is the color of a mineral in powder form What is the role of minerals in the formation of rocks? rocks are a mixture of different minerals and sometimes organic materials

SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). annually assessed

• I can explain what is weathering and how it can change rock.

• I can describe how landforms can change over time. • I can explain how erosion and deposition change

Earth’s surface. • I can contrast physical weathering and erosion.

How are weathering and erosion different? weathering breaks down existing rock into minerals and sediments; erosion transports (moves) minerals and sediments from one place and builds it up in other places What is deposition? deposition occurs when moving water, ice, wind, or gravity drops a load of sediments and other materials in a new location; the newest layers are on the top


SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. annually assessed Also assessed: SC.4.E.6.6

• I can describe renewable resources. • I can compare and contrast renewable and

nonrenewable resources. • I can identify some of the resources found in Florida

and describe how to conserve them.

What is a natural resource? a resource is any material that can be used to satisfy a need; natural resources can be divided into two groups: energy resources (e.g. sunlight, wind, moving water, fossil fuels) and material resources (e.g. minerals, plants, animals, rocks, soil) What are renewable resources? a renewable resource is a natural resource that can be replaced by nature, like food crops or solar energy What are non-renewable resources? natural resources that cannot be replaced once used, such as oil, coal, natural gas, and minerals What is conservation? conservation is the wise use of a natural resource; good conservation includes the careful and controlled use and maintenance of a resource that improves the quality of life for all the plants and animals that need the resource, not just the humans What are three ways people can conserve resources? 1) reduce the consumption of limited or nonrenewable resources by cutting back on their use 2) reuse materials made from natural resources when possible instead of throwing them away 3) recycle by recovering valuable waste products and using the recovered material to make new products. All three of these practices save resources, materials, and energy

SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. not assessed

• I can identify tools and technology used to explore the universe.

What is a microscope? a science tool that uses lenses to make tiny things look larger so they can be observed What is a telescope? a tool that uses lenses to make distant objects look closer

SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). (assessed as SC.4.E.6.3)

• I can identify some of the resources found in Florida.

Why are water, phosphates, oil, limestone, wind and solar energy important Florida resources? Water? both the fresh and salt water are important to Florida's irrigation, recreation and restoration of habitats Phosphates? phosphates are an important mineral resource mined in Florida to make fertilizers for agriculture Oil? near and off shore oil deposits are important energy resources and the economy Limestone? limestone is an important mineral for building roads and buildings Wind? because Florida has a consistent on and off-shore wind, it can be captured by turbines and used as a renewable energy resource Solar Energy? the Sunshine State has plenty of sunny days and using solar panels to collect this energy could reduce our need for foreign oil



weathering erosion deposition sediment mineral

rock igneous rock sedimentary rock metamorphic rock rock cycle

fossil resource renewable resource nonrenewable resource

How do weathering and erosion shape Earth's surface? What are minerals? What are properties of minerals? How can rocks be classified? Which resources are found in Florida?

Unit 2: Lesson 4 Unit 3: Lessons 1, 2, 3, 4, 5


Statewide Science Item Specifications (pp. 42-45) ThinkCentral Comprehension Check: Earth Structures Unit 3 USA

Picture Perfect Science: Grand Canyon (p. 265-277) More Picture Perfect Science: If You Find a Rock (p. 157-167) Blue ScienceSaurus: Rocks (pp. 164-167) Macmillan Leveled Reader: Changing Earth Macmillan - Time for Kids, Science Workstation: Rock Study Macmillan Leveled Reader: Florida: Yesterday & Today Blue ScienceSaurus: Minerals (pp. 160-163) Blue ScienceSaurus (pp. 171-172) Macmillan Leveled Reader: Extreme Weather-Hurricanes & Tornadoes Macmillan - Time for Kids, Science Workstation: It's Snowing Blue ScienceSaurus: Natural Resources (pp. 320-333) Blue ScienceSaurus: Conserving Resources (pp. 344-353) Macmillan Leveled Reader: Great Dams - Water Power, Power of Wind Picture Perfect Science: Oil Spill (p. 169-180) More Picture Perfect Science: Be a Friend to Trees (p. 109-121) Macmillan Leveled Reader: The Trash Detective Macmillan - Time for Kids, Science Workstation: Oil Spills and Water Don't Mix Blue ScienceSaurus: Using Magnifiers and Microscopes (pp. 51-53) Blue ScienceSaurus: Observing Space (pp. 238-239)

NewsELA Elementary Youtube: Rocks and Minerals Study Jams: The Rock Cycle Mineral Characteristics Weathering and Erosion

Teacher Notes

• The following Grade 4 standards from this unit may be assessed on the Grade 5 Statewide Science Assessment: SC.4.E.6.1, SC.4.E.6.6 • The following Grade 4 standards from this unit will be assessed annually on the Grade 5 Statewide Science Assessment: SC.4.E.6.2, SC.4.E.6.3, SC.4.E.6.4 • It is essential that students master an understanding of Earth’s minerals and how they relate back to the rock cycle.



https://www.youtube.com/watch?v=mkrm5GUGJ3U

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/rock-cycle.htm

http://www.ck12.org/earth-science/Minerals/lecture/Mineral-Characteristics-Hommocks-Earth-Science-Department/?referrer=featured_content

http://schoolmediainteractive.com/view/object/interactive/6EF46CAA2D38E0EABB11A57BAFFB1753/099459804A638DAB6873167F7B90E2F4


Big Idea: Heredity and Reproduction Unit 9: Life Cycles and Growth

Unit Essential Question: How do plants and animals reproduce and change? Suggested Pacing: April 2 – April 27 (20 days)


SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. (assessed as SC.3.L.14.1)

• I can explain that all seed-plant life cycles include germination, maturity, reproduction, and death.

• I can state the stages in the life cycle of a flowering and nonflowering plant.

• I can explain the role of pollination in the sexual reproduction of seed plants.

• I can state the ways that plants are pollinated. • I can state the ways that seeds are dispersed. • I can explain how people use plants to survive. • I can experiment to determine how light and the

amount of water affects germination rate. • I can explain what other factors affect germination rate.

What are seeds? seeds are the tiny parts of flowering plants that contain a tiny new plant and a source of stored food What are flowers? flowers are the reproductive structures of plants; flowering plants reproduce sexually; the stamens, or male reproductive parts, produce pollen; the pistil, or female reproductive part, produces the eggs What is pollination? pollination is the transfer of pollen from a male part of a plant (stamen) to the female part (pistil); some plants pollinate themselves, fertilizing their eggs with wind-blown pollen; other plants get assistance from insects, birds, or bats called pollinators, which help cross-pollinate one plant to another What is fertilization? the union of pollen (male part) and eggs (female part) What is germination? the process in which a fertilized seed begins to sprout and grow

HE.4.C.1.5 Identify the human body parts and organs that work together to form healthy body systems. not assessed

• I can identify body organs that work together to make body systems.

What are healthy body systems? muscular system, skeletal system, circulatory system, respiratory system, endocrine system, reproductive system

SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. (assessed as SC.5.L.17.1)

• I can explain that heredity is the study of how inherited traits are passed from parent to offspring.


• I can explain that some traits are influenced by environmental conditions. I can provide examples of physical traits that are influenced by the environment.

What is an inherited trait? an inherited trait is a characteristic that is passed in the genes from parent to offspring When organisms sexually reproduce, genetic information from each parent is passed to the next generation. Genes are segments of DNA that carry instructions for the traits of an organism. Genes are located on chromosomes in the nucleus of the cell. Chromosomes and genes get divided in half in meiosis and are recombined in fertilization or pollination. This passing of genetic traits from parents to offspring is called heredity, hence the term inherited trait.

SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. (assessed as SC.5.L.17.1)


• I can explain that some behaviors are learned as an organism grows and develops. Many behaviors are a combination of learning and instinct.

• I can explain that some behaviors are inherited (instincts) and that organisms are genetically programmed to perform these behaviors.

• I can explain that some behaviors are learned as an organism grows and develops. Many behaviors are a combination of learning and instinct.

What are learned behaviors? animals also learn behaviors from their parents; birds are born with the physical structures needed to fly, but learn the skill of flying from a parent; carnivores instinctively kill and eat other animals, but need to learn hunting skills from a parent in order to survive; the difference between an instinct and a learned behavior is that instincts are inherited inborn and a learned behavior is not; learning behaviors that refine instincts help ensure survival What are instincts? instincts are innate behaviors that organisms inherit or are born with. Instincts are not unique to an individual, but instead are shared by an entire population. Behaviors like building a shelter or nest, finding a mate, killing prey, the ability to swim or fly, migrate, or hibernate are all examples of instinctive behaviors

SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. annually assessed

• I can explain that some animals are born live, whereas other animals hatch from eggs.

• I can explain that some animals go through metamorphosis as part of their life cycle.

• I can compare and contrast complete metamorphosis and incomplete metamorphosis, and provide examples of animals that undergo each type.

What happens in complete metamorphosis? in complete metamorphosis the body or an organism completely changes in shape and appearance at each stage of its life cycle: egg, larva, pupa and adult How are incomplete and complete metamorphosis different? some organisms produce young that look like tiny versions of the adult; the young grow and develop until they become adult-size, but their body appearance does not change as much as in complete metamorphosis



germination maturity fertilization pollinate

complete metamorphosis incomplete metamorphosis nymph

heredity learned behavior instincts inherited trait

How do plants reproduce? What factors affect germination rate? How do animals reproduce? What are heredity, instincts and learned behaviors?

Unit 9: Lessons 1, 2, 3, 4 Unit 10: Lesson 1


Statewide Science Item Specifications (pp. 65-73) ThinkCentral Comprehension Check: Heredity and Reproduction Unit 9 USA

Blue ScienceSaurus: Plant Life Cycles (pp. 86-87) Brilliant Bees by Linda Glaser (Millbrook, 2003) Life Processes: From Reproduction to Respiration by Loiuse and Richard Spilsbury (Heinemann, 2004) Blue ScienceSaurus (p. 82) Blue ScienceSaurus: Animal Behavior (pp. 93-95) One Tiny Turtle by Nicola Davies (Walker, 2008) Blue ScienceSaurus: Growth and Development (pp. 83-87)

NewsELA Elementary Study Jams: Angiosperms Youtube: Giant Water Lillies in the Amazon Inherited Traits Study Jams: Plants with Seeds Complete and Incomplete Metamorphosis Plant Structure

Teacher Notes

• The following Grade 4 standards from this unit may be assessed on the Grade 5 Statewide Science Assessment: SC.4.L.16.1, SC.4.L.16.2, SC.4.L.16.3 • The following Grade 4 standards from this unit will be assessed annually on the Grade 5 Statewide Science Assessment: SC.4.L.16.4 • This unit is a great time to plant seeds and grow plants while students explore the life cycle and reproduction of plants. • When covering the Health Standards (HE), it is essential that students master the organs/parts of the body. They will not be assessed on body systems.



https://www.youtube.com/watch?v=igkjcuw_n_U&list=PLCC07E66503F99BB5

http://www.slideshare.net/leasc/inherited-traits

http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-with-seeds.htm

http://www.harcourtschool.com/activity/science_up_close/315/deploy/interface.html

https://www.ket.org/legacy/education/video/kthga/kthga_000118.htm


Big Idea: Interdependence Unit 10: Organisms and Their Environment

Unit Essential Question: How do organisms interact with their environment? Suggested Pacing: April 30 – May 18 (15 days)


SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. (assessed as SC.5.L.17.1)

• I can explain that living things in places with mild winters may not change or may change in different ways than living things in places with harsh winters.

• I can recognize that plants change as seasons change. • I can describe how animals change with the seasons. • I can recognize that plants change as seasons change. • I can describe how plants and animals change with the

seasons.

What are the seasons? a season is a time of year - each season has a weather pattern. There are four seasons: winter, spring, summer and fall What is the climate? climate is the general weather of an area over a long period of time, and includes the seasonal changes in weather What are South Florida's seasons? South Florida's subtropical climate promotes two seasons, summers that are hot and wet and winters that are cool and dry

SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. (assessed as SC.4.L.17.3)

• I can explain that food is a source of energy, which living things use to grow and perform life functions.

• I can explain that producers make their own food through photosynthesis, which requires water, carbon dioxide, and sunlight.

• I can describe how consumers obtain food by eating other organisms.

• I can explain that both producers and consumers break down food to obtain energy.

• I can explain that food is a source of energy, and that producers make their own food through photosynthesis, which requires water, carbon dioxide, and sunlight.

• I can explain that both producers and consumers break down food to obtain energy and that consumers obtain food by eating other organisms.

What is a producer and how do they get the energy they need to survive? most producers make their own food using the energy of sunlight (photosynthesis) and raw materials from the environment; plants, algae and bacteria that make their own food are producers What is a consumer and how do they get the food energy they need to survive? consumers are any organisms that get their food by eating other organisms; consumers are classified into groups based on the way they eat

SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. annually assessed Also assessed: SC.3.L.17.2, SC.4.L.17.2

• I can demonstrate that a food chain shows how energy moves from producers to consumers.

• I can explain that energy for most food chains begins with energy from the sun.

• I can distinguish between herbivores, carnivores, and omnivores.

• I can explain why all animals depend on producers such as plants.

• I can recognize that organisms higher in the food chain are affected by changes in the number of organisms lower in the food chain.

• I can explain that energy flows from the sun through producers and consumers.

• I can explain that human activities and natural events can have major impacts on the environment.

What is a food chain? a food chain is a diagram that traces the transfer of food energy from one consumer to the next (like links in a chain) by what they eat and by what eats them What is a food web? a food web is an arrangement of several overlapping food chains in an ecosystem How is a food chain different from a food web? a food chain only shows one energy path, but most organisms are part of more than one food chain; a food web is a system of overlapping food chains; a food web diagrams the interdependence one organism has on many other organisms for survival


SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. (assessed as SC.5.L.17.1)

• I can describe how living things can change their environments.

• I can recognize that environmental changes may be beneficial to some organisms while being harmful to other organisms.

• I can identify pollution as one way that humans have adversely affected the environment.

• I can describe how living things, including people, can change their environments.

• I can observe and record numerical data about the rate of decay of different materials.

• I can understand that some environmental changes are beneficial and some are harmful such as the impact of trash on the environment.

What harms ecosystems the most? people, human populations, affect the Earth’s ecosystems more than any other factor, living or nonliving; other animal populations are kept in balance by the limiting factors of each ecosystem; people, however, can upset the natural balance or, if they choose, can help keep it How do plants and animals affect each other in an ecosystem? plants and animals affect each other when they compete for the same limited resources: food, water, shelter, and living space; competition occurs whenever more than one individual or population (group of the same organism) tries to make use of the same limited resource; if a population grows too large, it will consume more resources; only those organisms able to get the resources they need will survive; predator-prey relationships help keep an ecosystem in balance by preventing any one population from getting too large



dormancy hibernation migration nutrients energy producers

photosynthesis consumers decomposers food chain herbivore

carnivore omnivore food web pollution conservation

How do organisms change with the seasons? How do organisms obtain and use food? What are food chains? How do organisms affect their environment? How do people affect their environment?

Unit 10: Lessons 1, 2, 3, 4, 5


Statewide Science Item Specifications (pp. 72-75) ThinkCentral Comprehension Check: Interdependence Unit 10 USA

Claws, Coats and Camouflage: The Ways Animals Fit into Their World by Susan E. Goodman (Millbrook, 2001) Blue ScienceSaurus: Living Things in Ecosystems, pp. 133-136 Macmillan Leveled Reader: Bamboo Eaters Picture Perfect Science: Rice is Life (p. 69-90) Picture Perfect Science: Mystery Pellets (p. 115-131) More Picture Perfect Science: Wiggling Worms (p. 79-98) Macmillan Leveled Reader: Exploring the Natural World Macmillan - Time for Kids, Science Workstation: Study an Animal Animals by MIranda Smith (Kingfisher, 2009) Blue ScienceSaurus:Food Chains & Food Webs (pp. 137-138) Macmillan Leveled Reader: Animals of Isle Royale Picture Perfect Science: Mystery Pellets (p. 115-131) Macmillan Leveled Reader: Survival in the Great Basin Desert, Survival in the Great Sandy Desert, & Survival in the Sahara Desert Picture Perfect Science: Name That Shell (p. 53-67) Blue ScienceSaurus: Protecting Wildlife (pp. 350-353) Macmillan Leveled Reader: Snakes in North America, Snakes in Asia & Africa, Snakes in the Rainforest What Do You Do When Something Wants to Eat You? by Steve Jenkins (Houghton Mifflin, 1997)

NewsELA Elementary Youtube: Energy Transfer in the Environment Study Jams: Food Chains Food Chain videos

Teacher Notes

• The following Grade 4 standards from this unit may be assessed on the Grade 5 Statewide Science Assessment: SC.4.L.17.1, SC.4.L.17.2, SC.4.L.17.4 • The following Grade 4 standards from this unit will be assessed annually on the Grade 5 Statewide Science Assessment: SC.4.L.17.3 • At this level, students must master the concept of food chains, food webs are above the standard. • It is not necessary that students be familiar with the concepts of trophic levels or primary/secondary/tertiary/quaternary consumers.



https://www.youtube.com/watch?v=x37DJLcJ0dI

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm

http://www.watchknowlearn.org/Category.aspx?CategoryID=3406


Unit: Human Growth and Development Suggested Pacing: May 21-25 (5 days)

STEM & Nature of Science Enrichment Activities Suggested Pacing: May 29 – June 1 (4 days)

Open Education Resources

Code.org Code Monkey Raspberry Pi ArduSat MIT Scratch Hockey STEM NEA STEM

https://code.org/

https://www.playcodemonkey.com/

https://www.raspberrypi.org/

https://www.ardusat.com/

https://scratch.mit.edu/

http://futuregoals.nhl.com/

http://www.nea.org/tools/lessons/stem-resources.html


The following content-area literacy standards, grade level mathematics standards and English Language Learner standards are also included in the Grade Four Science course description and should be implemented on a routine basis.

READING STANDARDS FOR INFORMATIONAL TEXT LAFS.4.RI.

STANDARDS FOR SPEAKING AND LISTENTING LAFS.4.SL.

1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,including what happened and why, based on specific information in the text. 1.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

2.4 Determine the meaning of general academic and domain-specific words or phrases in a textrelevant to a grade 4 topic or subject area.

WRITING STANDARDS LAFS.4.W.

4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range.

3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

3.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a characters thoughts, words, or actions].). Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text).

MATH STANDARDS FOR MEASUREMENT AND DATA MAFS.4.MD.

1.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

2.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Please Note: The 8 Florida Standards for Mathematical Practice (MP) should also be integrated as applicable.

ENGLISH LANGUAGE DEVELOPMENT/PROFICIENCY STANDARDS FOR ENGLISH LANGUAGE LEARNERS

ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.

Science Scope & Sequence · PDF fileCompare the observations made by ... • I can communicate that data gathered ... • I can justify my conclusions with evidence. experience....

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