Grade/Course 4th and 5th Life, Earth, and Physical Science * Content Area: SCIENCE
First Quarter (suggested sequence; 9 WEEKS)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week Of:
8-22 Introduction of 4.1 and 5.1Scientific Reasoning, Logic, and Planning and Conducting Investigations
Ongoing the entire school year. / Scientific Method Vocabulary and Order and Safety Procedures and Rules / Continue working on Scientific Method and related Vocabulary / Matching/Order game of Scientific Method. Have students tell you the Safety rules and Procedures Review Vocabulary
Importance of Plant / Scientific Method (Hands on Experiment) Cooperative Learning
By Golly Gum (AIMS)
Visual Assessment/Date Collection
8-29 Unit A Structure of Plants and Animals
SOLS 4.4, 4.5, 5.5 / Introduce Drawing Rubric before assigning animal and plant cell drawing
Classifying Living Things / Rock-A-Bye Your Baby
Germination of a Lima Bean
Recording Data
Graphing
Seed’s/Plant Progress / Hydro-planting versus Soil
Comparing/Contrasting
Scientific Method
Record Data
Graphing / SOL oral review
Assessment
9-6 Unit A Structure of Plants and Animals
SOLS 4.4, 4.5, 5.5
Plants With Seeds / Plants without Seeds
Plant Reproduction
Photosynthesis / Rock-A-Bye Your Baby
Germination of a Lima Bean
Recording Data
Graphing
Flowers and Seeds / Hydro-planting versus Soil
Comparing/Contrasting
Scientific Method
Record Data
Graphing
Plants Responses and Adaptations / Outdoor Classroom
9-12 Unit A Structure of Plants and Animals
SOLS 4.4, 4.5 , 5.5
Animal Structure and Function / Draw and Label Flower/Seed
Review drawing rubric / Habitat Internet Research
Students select their biomes from a hat that they will research. Bring portable lab into the classroom. / Discuss with your co-operative group about what you have learned about plants and animals (Use timer)
Have students write what they have learned about plants and animals.
9-19 Unit B Interactions of Living Things
SOLS 4.4 , 4.5, , 5.5 / Living Thing and Their Environment
Food Chains/Food Webs / Bring in Resource Person on Virginia Plants and Wildlife (Outdoor Classroom) / Cycles of Life / How Populations Survive
9-26 Unit B Interactions of Living Things
SOLS 4.4 , 4.5 , 5.5 / Form a human food web by giving each student in the classroom a card with a producer, consumer, or decomposer. They must connect to something that is in their web/chain / Habitats and niches / How Ecosystems Change / Animal and Habitat Matching Game using Smartboard.
Watch Biomes on Discovery Education
10-3 Unit B Interactions of Living Things
SOLS 4.4 , 4.5 , 5.5
10-10 Unit B Interactions of Living Things
SOLS 4.4 , 4.5 , 5.5
ASSESSMENT / Adjustment to Pacing
3 Days / 8-22 MAPS FALL READING ASSESSMENT
8-29 MAPS FALL MATH ASSESSMENT
Grade/Course 4th and 5th Life, Earth, and Physical Science* Content Area: SCIENCE
Second Quarter (suggested sequence; 9 WEEKS)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week Of:
10-17 4.1 and 5.1 Scientific Reasoning, Logic, and Planning and Conducting InvestigationsUnit E Properties of Matter and Energy
4.3 Electricity
5.4 Matter / Electricity Unit
Circuits, Conductors, Electromagnets, Insulators, Energy, and Historical contributions. / Electricity Unit
Physical Properties / Electricity Unit / Circuit and Electromagnet Lab
(Hands On)
Complete a working circuit and make an electromagnet: Assessment.
Static Tubes
10-24 Unit E Properties of Matter and Energy
4.3 Electricity
5.4 Matter / Electricity Unit
Circuits, Conductors, Electromagnets, Insulators, Energy, and Historical contributions. / Matter
Physical Properties / Matter
Elements and Compounds
10-31 Unit E Properties of Matter and Energy
5.4 Matter / Matter
Elements and Compounds
It’s Matter CD Program
Introduce the Periodic Table of Elements
Properties and Temperature of Matter
Atoms and Molecules
Mixtures and Solutions / Draw the parts of an atom
Protons
Electrons
Neutrons
Nucleus
Label their charges. / Which is It?
Group various items into solid, liquids, and gases. / Construct an atom using gumdrops or mini marshmellows and toothpicks. Students must draw a key to match their model.
11-7 Unit E Properties of Matter and Energy
5.4 Matter / Matter is anything that has mass and takes up space.
Mixtures and Solutions / How does temperature change matter? Does it? / Chemical Change / Matter and Energy
11-14 Unit E Properties of Matter and Energy
5.4 Matter
/ Motion and Energy: Force Explore how much force it takes to move an object. / Motion: Direction and Speed / Forms of Energy
Kinetic Energy/Potential Energy / Friction
11-21 Unit F Motion and Energy
4.2 Friction / Newton’s Laws / How does Force affect an Object’s Motion?
11-28 Unit F Motion and Energy
5.3 Light
Light and Mirrors
Opaque, transparent, and translucent / Light and Lenses
Transverse Waves / Light and Color
Visible Spectrum: ROY G BIV
Refractions with prisms and water. / Invisible Light / Light and Lenses Hands On Lab
12-5 Unit F Motion and Energy
5.2 Sound
Investigate and Understand how sound is created, transmitted, and how it is used. / Uses and applications of sound.
Sound Vocabulary
Sound Waves / Sound and Media / Pitch and Loudness
Reflection and Absorption
12=12 Review/Assessment / Adjustment to Pacing
3 Days / Division Benchmark Testing
12-5 MAPS READING WINTER ASSESSMENT
12-12 MAPS MATH WINTER ASSESSMENT
Grade/Course 4th and 5th Life, Earth, and Physical Science* Content Area: SCIENCE
Third Quarter (suggested sequence; 9 WEEKS)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week Of:
1-2 4.1 and 5.1Scientific Reasoning, Logic, and Planning and Conducting Investigations
Ongoing the entire school year
REVIEW 1ST SEMESTER
Introduce Unit D Weather and Climate
4.6 / Weather Unit
Atmosphere and Air Temperature
Weather Station Introduction i
Weather Emergency Station Introduction / Weather Unit
Water Vapor and Humidity / Weather Unit
Water Vapor and Humidity / Tracking the Weather
Recording Data and Graphing
Clouds and Precipitation
1-9 Unit D Weather and Climate 4.6 / Weather Unit
Air pressure and Wind / Weather Unit / Weather Unit
Air masses and Fronts / Tracking the Weather
Recording Data and Graphing
1-16 Unit D Weather and Climate 4.6 / Clouds and Precipitation
Water Cycle
Types of Storms / Clouds and Precipitation
Climate / Clouds and Precipitation
Water Cycle
Climate / Clouds and Precipitation
Water Cycle
1-23 Unit C Earth and Its Resources 5.6 Oceans / Earth’s Freshwater and Oceans Unit on Ocean, Water, and Watersheds / Show Ocean video from Discovery Education / Discuss in small groups how the ocean floor compares with the Earth’s surface before showing students how much they are alike. Draw ocean topography and label.
Review Rubric / Models: Ocean in a Bottle
1-30 Unit C Earth and Its Resource s 5.6 Oceans / Label the Ocean on the map. Remind them of the Southern Pacific. / Understand what causes currents, waves, and tides. / SOL oral review on Oceans
2-6 Unit C Earth and Its Resources 4.7 Solar Systems
Insert Phases of the Moon
Earth and Its Neighbors / Earth and Its Resources
Review vocabulary and check for understanding.
Continue with the Solar System and the effects of gravity between the objects of the solar system.
Use the Moon in the Room / Compare and contrast the Earth, Sun, and Moon using the Smartboard
Introduce lab illustrating revolution and rotation (Hands On) / Earth and Its Resources / Earth and Its Resources
2=13 Unit C Earth and Its Resources 4.7 Solar Systems
Insert Phases of the Moon / Earth and Its Resource
Review vocabulary and check for understanding / Drawing and labeling the Earth’s Interior
Review drawing rubric. / Journey to the Center of the Earth Video
Check orally for understanding of the Earth’s interior. / Shake-Up: Plate Tectonics and Earthquakes
Weathering and Erosion
Comparing and Contrasting
2-20 Unit C Earth and Its Resources 4.7 Solar Systems
Insert Phases of the Moon / Abcteach.com Unit on the Phases of the Moon
2-27
Assessment / Adjustment to Pacing
3 Days / Division Benchmark Testing
2=13 WRITING FIELD TEST: MULTIPLE CHOICE AND
TECHNOLOGY ENHANCED ITEMS
3-5/3-6 SPRING STANDARDS OF LEARNING ENGLISH: WRITING TEST (MULTIPLE CHOICE)
3-8 SPRING STANDARD OF LEARNING ENGLISH: WRITING TEST (DIRECT WRITING)
Grade/Course 4th and 5th Life, Earth, and Physical Science* Content Area: SCIENCE
Fourth Quarter (suggested sequence; 9 WEEKS)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week Of:
3-5 4.1 and 5.1Scientific Reasoning, Logic, and Planning and Conducting Investigations
Ongoing the entire school year
Unit C Earth and Its Resource
5.7 Earth’s Surface
4.8 Earth’s Patterns, Cycles, and Changes / Earth and Its Resource
Review vocabulary and check for understanding
Earth’s Changing Crust / Drawing and labeling the Earth’s Interior
Review drawing rubric. / Journey to the Center of the Earth Video
Check orally for understanding of the Earth’s interior. / Shake-Up: Plate Tectonics and Earthquakes
Weathering and Erosion
Comparing and Contrasting
3-12 Unit C Earth and Its Resource
5.7 Earth’s Surface
4.8 Earth’s Patterns, Cycles, and Changes / Mineral’s of Earth’s Crust
Rocking and Rolling
Unit on Rocks and Minerals
Hands On Identification of Rocks and Minerals
Rock Collection Project / Rock Hound Program Rocking and Rolling
Unit on Rocks and Minerals
Hands On Identification of Rocks and Minerals
Rock Collection Project / Rocking and Rolling
Unit on Rocks and Minerals
Hands On Identification of Rocks and Minerals
Rock Collection Project / Rocking and Rolling
Unit on Rocks and Minerals
Hands On Identification of Rocks and Minerals
Rock Collection Project
3-19 Unit C Earth and Its Resource
5.7 Earth’s Surface
4.8 Earth’s Patterns, Cycles, and Changes / Earth’s Rocks and Soil
Rock Cycle/Rock Types
Comparing and contrast rocks and minerals. / Comparing and contrast rocks and minerals / Comparing and contrast rocks and minerals / Rock/Mineral ID Assessment
Labeling the Rock Cycle Assessment
3-26 Unit C Earth and Its Resource
5.7 Earth’s Surface
4.8 Earth’s Patterns, Cycles, and Changes / Rocking and Rolling
Unit on Rocks and Minerals
Hands On Identification of Rocks and Minerals
Rock Collection Project
4.2 Unit C Earth and Its Resource
5.7 Earth’s Surface
4.8 Earth’s Patterns, Cycles, and Changes
4-9 Unit G Exploring Virginia 4.9 / Virginia’s Watersheds and Resources
Virginia’s Forests, Soil, and Land, / WATER WIZARD
4-16 Unit G Exploring Virginia 4.9 / Virginia’s Plants and Animals
Virginia’s Rocks, Minerals, and Energy Resources
4-23 REVIEW 4TH AND 5TH
GRADE
SCIENCE
STANDARDS OF
LEARNING
4-30 REVIEW 4TH AND 5TH
GRADE
SCIENCE
STANDARDS OF
LEARNING
5-7 REVIEW 4TH AND 5TH
GRADE
SCIENCE
STANDARDS OF
LEARNING
5-14 REVIEW 4TH AND 5TH
GRADE
SCIENCE
STANDARDS OF
LEARNING / Adjustment to Pacing
3 Days / Division Benchmark Testing
4-23 SPRING MAPS READING ASSESSMENT
4-30 SPRING MAPS MATH ASSESSMENT
4-30 TO 5-23 SOL SCIENCE, MATH, AND READING TESTING
· Use the 5th Grade McGraw-Hill Correlation Lesson Planner for Textbook and relate resources.
Dates can change due to late schedules, weather-related days, school schedule conflicts, and MAPS and SOL testing.
Standard / 4.1 and 5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations. / Essential Understandings4.1
· The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts:
a) the natural world is understandable;
b) science is based on evidence, both observational and experimental;
c) science is a blend of logic and innovation;
d) scientific ideas are durable yet subject to change as new data are collected;
e) science is a complex social endeavor; and
f) scientists try to remain objective and engage in peer review to help avoid bias.
In grade four, an emphasis should be placed on concepts a, b, c, d, and e.
· Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just a knowledge of facts to understanding how facts are relevant to everyday life.
· Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed in a different way.
· Science uses both logic and innovation. Innovation has always been an important part of science. Scientists draw upon their creativity to visualize how nature works, using analogies, metaphors, and mathematics.
· Scientific ideas are durable yet subject to change as new data are collected. The main body of scientific knowledge is very stable and grows by being corrected slowly and having its boundaries extended gradually. Scientists themselves accept the notion that scientific knowledge is always open to improvement and can never be declared absolutely certain. New questions arise, new theories are proposed, new instruments are invented, and new techniques are developed.
· Science is a complex social endeavor. It is a complex social process for producing knowledge about the natural world. Scientific knowledge represents the current consensus among scientists as to what is the best explanation for phenomena in the natural world. This consensus does not arise automatically, since scientists with different backgrounds from all over the world may interpret the same data differently. To build a consensus, scientists communicate their findings to other scientists and attempt to replicate one another’s findings. In order to model the work of professional scientists, it is essential for fourth-grade students to engage in frequent discussions with peers about their understanding of their investigations.
· An observation is what you see, feel, taste, hear, or smell. Scientists construct knowledge from observations and inferences, not observations alone. To communicate an observation accurately, one must provide a clear description of exactly what is observed and nothing more. Those conducting investigations need to understand the difference between what is seen and what inferences, conclusions, or interpretations can be drawn from the observation.
· An inference is a tentative explanation based on background knowledge and available data.
· A scientific prediction tells what may happen in some future situation. It is based on the application of scientific principles and factual information.
· Accurate observations and evidence are necessary to draw realistic and plausible conclusions. A conclusion is a summary statement based on the results of an investigation.
· Conclusions are drawn by making judgments after considering all the information you have gathered. Conclusions are based on details and facts.