2012 Charlotte-Mecklenburg Schools

Fourth Grade Science

North Carolina Essential Standards Resource Guide

Overview of 4th Grade Science
Unit / Suggested Pacing
Force and Motion / 5-6 weeks
Matter: Properties and Change / 5-6 weeks
Energy: Conservation and Transfer / 4-5 weeks
Earth in the Universe / 2-3 weeks
Earth History / 3-4 weeks
Ecosystems / 5-6 weeks
Molecular Biology / 2-3 weeks
Review / 2-3 weeks
FORCES AND MOTION
Essential Standard:
4.P.1 Explain how various forces affect the motion of an object.
Clarifying Objective:
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.
Unpacking: What does this standard mean that a student will know and be able to do?
4.P.1.1 Students know that a magnet pulls on all things made of iron without touching them, and that this pulling can result in motion. Students know that a magnet attracts some metals, but not all of them. Students know that a magnet has a force field and poles that determine how a metal affected by the magnet will behave within its field.
4.P.1.2 Students know that an object that has been electrically charged pulls or pushes on all other charged objects and that this can result in motion. Students know that electrical charges can result in attraction, repulsion or electrical discharge.
Essential Vocabulary: FOURTH Grade
Magnet, magnetism, pole, discharge, attraction, repulsion, force, repel, motion, force field, positive, negative, resistance
Essential Questions / Criteria for Success: “I Will” / Suggested Resources/Activities
1. Why do magnets attract some metal objects but not all of them? (4.P.1.1) / 4.P.1.1
‐I will use a magnet and test whether the magnet attracts different metal objects.
‐I will observe the attraction of the different metals to the magnet.
‐I will explain why different metals are attracted to a magnet and some are not. / -Given various metal objects in a bag students will test each object and record their results.
-“Stuck on You!” and “Push!! Pull!!” (What do magnets do? and What can affect the push or pull exhibited by a magnet?) NCDPI Curriculum Unit: Magnetism and Electricity
-Make “noodle racers” and add a magnet to one end. Check to see the “push or pull of the magnet”.
-Using a magnet see if it will pick up iron from cereal.
-Discovery Ed Passages: “A floating train”, “What do magnets attract”
-Discovery Ed Videos: “Physical Science: Magnetism” and “Real World Science: Magnetism”
2. Why do electrically charged objects produce motion? / ‐I will use an electrically charged magnet to produce motion.
‐I will use different electrically charged objects to see the difference in the amount of motion produced.
‐I will explain how electrically charged objects produce motion.
‐ I will analyze how the different electrically charged objects have produced motion. / -“Electromagnets” and “Let’s Crank it Up!” (Creating an electromagnet and describe how magnetism can be used to produce electricity.) NCDPI Curriculum Unit: Magnetism and Electricity
-Discovery Ed Videos: “Electricity and Magnetism: The Magic of Magnets”
-Discovery Ed Passages: “A Wheel than Never Stops Spinning”, “The Ocean Star”.
Helpful Websites:
http://www.internet4classrooms.com/science_elem_magnets.htm
http://www.bnl.gov/slc/interactivewebsites.asp#Magnets
http://www.school-for-champions.com/science/magnets.htm
http://www.mcrel.org/whelmers/whelm07.asp
Matter: Properties and Change
Essential Standard:
4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction.
Clarifying Objective:
4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire).
4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage, and streak.
4.P.2.3 Classify rocks as metamorphic, sedimentary, or igneous based on their composition, how they are formed and the processes that create them.
Unpacking: What does this standard mean that a student will know and be able to do?
4.P.2.1 Students know that samples of matter have many observable properties that can be measured. Students know that samples of matter can be described according to the characteristics of the materials they are made from. Students are familiar with, and can test for the following properties: strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water (dissolve) and heat/fire (melt, evaporate).
Students know that minerals can be identified by using particular tests. Students know how to perform tests for hardness and streak. Students are able to describe the color, luster, and cleavage of a mineral.
Students know that rocks are classified as metamorphic, igneous or sedimentary, and that these classifications are based on the processes that created the rock. Igneous rocks are formed from molten rock. Sedimentary rocks are formed from deposited rock particles (sediments) that are then compacted. Igneous and sedimentary rocks can be transformed into metamorphic rocks through the application of heat and pressure over long periods of time.
Essential Vocabulary: Fourth Grade
Physical, Property, Matter, Strength, Hardness, Flexibility, Conduct, Reaction, Composition, Mineral, Color, Luster, Cleavage, Metamorphic,Sedimentary, Igneous, Sediment, Observable, Molten, Deposit, Compacted, Transform, Streak
Essential Questions / Criteria for Success: “I Will” / Suggested Resources/Activities
4.P.2.1
1. What are ways to compare the physical properties of matter? (S) / 4.P.2.1
1. ‐ I will use a graphic organizer to identify the physical properties of matter: strength, hardness, flexibility, ability to conduct heat, ability to conduct
electricity, ability to be attracted by magnets, reactions to water and fire.
‐ I will describe samples of matter using the physical properties and materials they are made from.
‐ I will use a graphic organizer to identify fundamental properties of solid, liquids, gas. (pictures/word sort)
‐ I will classify matter based on its physical/compositional properties.
‐ I will experiment with a variety of materials and test them to identify their properties / -Divide students into cooperative learning groups and give each group 4-5 objects to test. Have students create an organizer to predict/test/summarize each material. Set up testing stations at different locations. Students will predict how the matter will react to the different test, and then test each item. Student will record their findings. Each team will choose one item to describe in writing and fellow classmates will try to identify the materials by the description.
-Students will create a “Matter” book where they will draw pictures or cut pictures from magazines (classify items) unto the three pages of the book labeled “Solids”, “Liquids” and “Gases”.
-Working in pairs, students will create their own experiment to test and identify properties of five different materials. Share with the class their experiment, procedures and results.
4.P.2.2
2. What tests can be used to identify the properties of minerals?
(R) / ‐ I will describe properties of minerals: hardness, color, luster, cleavage, and streak.
‐ I will test mineral samples for hardness and streak.
‐ I will create a presentation on one mineral to describe its properties: color, luster, and cleavage. / Students will bring In rocks and observe and test them. In their science journals they will use a graphic organizer to list the properties of the rocks.
4.P.2.3
3. Based on the process of their formation, how are rocks distinguished? (R)
How do rocks form and change over time? / ‐ I will explain the three main types of rocks and how they are formed:
Metamorphic, Sedimentary, and Igneous. (see unpacking for specific ways
to define each type)
‐ I will classify three kinds of rock formations.
‐ I will illustrate how rocks form and change over time. (rock cycle) / Rock Vocabulary Stomp
“Rocks” (stomp foot)
“Are formed in three ways”(clap hands one time to each word)
“Igneous” (Both hands show an erupting volcano)
“Sedimentary” (Arms folded and patted into a layer)
“Metamorphic” (Rubbing hands together on metamor then fingers folded and pressure applied on phic. Heat and pressure.
Helpful Websites:
Energy: Conservation and Transfer
Essential Standard:
4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.
Clarifying Objective:
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.
4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.
Unpacking: What does this standard mean that a student will know and be able to do?
4.P.3.1
Students know basic forms of energy: light, heat, sound, electrical, and energy of motion.
Students know that electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy).
4.P.3.2
Students know that light travels in a straight line. Students know that light can be refracted, reflected, and/or absorbed.
Essential Vocabulary
Energy, Light, Heat, Thermal Energy, Medium, Reflect, Refract, Absorb, Electricity, Electrical circuit, Magnetic
Learning Targets: “I Can” / Criteria for Success: “I Will” / Suggested Resources/Activities
4.P.3.1
1. I can recognize basic forms of energy and how they cause
motion or create change. / ‐ I can describe the basic forms of energy as being light, heat, sound,
electrical and motion.
‐ I will observe how electricity flowing through wires creates a magnetic
effect. (Electromagnet)
‐ I will make a circuit using a battery, bulb, and bell to observe energy is
transferred into light, sound and heat. / -Compare the different forms of energy by using different materials.
-Create an electromagnet using batteries, wires, and iron nails.
-Create different types of circuits and incorporate the bell.
-Discovery Education passages-"Forms of Energy", "Let's Turn It Around", "Throw It, Press It, Push Down on It".
4.P.3.2
2. I can recognize that light travels in a straight line. / ‐ I will explain the way light travels.
‐I will show how light travels in a straight line. / -Create a model using index cards, construction paper, wood, and a flashlight.
-Discovery Education passages-"Pour It On"
4.P.3.3. I can understand light is changed by refraction, reflection, or
absorption. / ‐ I will differentiate between refraction, reflection, and absorption.
‐ I will use a prism (sun catcher) to refract the light to show color spectrum.
‐ I will use series of mirrors to move the light to a point in room.
‐ I will use white and black objects placed in the sun with thermometers to
measure temperature over time. (sand or paper) / -Use various materials and a flashlight to observe how light interacts.
-Place a pencil, spoon, and a dowel in a cup of water and observe the shape of the matter.
-Discovery Education passages-"A Special Type of Glass", "Gone Fishing", Take a Closer Look"