Troup County School System

Science Curriculum Map

Fourth Grade – Second Quarter

To be taught the first 4 weeks of the grading period

Earth Science

GPS Standards / Essential Questions / Vocabulary / System Resources
S4E1 Students will compare and contrast the physical attributes of stars, star patterns, and planets.
a. Recognize the physical attributes of stars in the night sky such as number, size, color, and patterns.
In 2nd grade students described the size, brightness, and patterns of stars. New learning is to describe the number and color.
b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. / S4E1.a,b
What is a star?
How do stars compare in terms of color, size, and pattern?
How are stars and planets alike and different? / S4E1.a,b
Physical attributes
Star
Sun
Planets
Orbit / S4E1.a,b
Stars - PowerPoint
Distance, Size, and Temperature of a Star – activity
HM Science:
· E1.a Chapter 2: Lesson 4 (82-83)
Discovery Education:
· Characteristics of Stars (05:07)
· Magic School Bus Sees Stars (24:03)
How are stars and planets alike and different? – PowerPoint
The Little Star that Could – Venn Diagram activity
The Little Star That Could Compare and Contrast Activity
Planetary and Star Size Comparison – video (2:33)
HM Science:
· E1.b Chapter 1: Lesson 2 (24-25)
Differentiation:
Support Readers and Leveled Readers are listed on 4th grade Science page. Check with the reading teacher for your students’ reading levels.
Ideas for differentiation: S4E1
Click here for other lessons and resources
GPS Standards / Essential Questions / Vocabulary / System Resources
S4E1 Students will compare and contrast the physical attributes of stars, star patterns, and planets.
c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.
d. Identify how technology is used to observe distant objects in the sky. / S4E1.c,d
Why are planets seen in different locations in the night sky throughout the year?
Why do the stars in constellations stay in a fixed pattern?
How can technology be used to observe distant objects in the sky? / S4E1.c,d
Constellations
Star patterns
Northern Hemisphere
Southern Hemisphere
Technology
Telescope
Hubble Space Telescope
Space probe / S4E1.c,d
Constellations and Planets in the Night Sky - PowerPoint
HM Science:
· E1.c Chapter 2: Lesson 4 (84-87)- only addresses stars
How Technology is Used to View Objects in Space - PowerPoint
HM Science:
· E1.d Chapter 1: Lesson 1 (pages 16-19)
Reading A-Z:
· Hubble: An Out-of-This-World Telescope Lexile 771-800
Discovery Education:
· Telescope (6:24)
Brain Pop:
·  Telescopes (3:19) (if your school has a Brain Pop subscription)
Differentiation:
Support Readers and Leveled Readers are listed on 4th grade Science page. Check with the reading teacher for your students’ reading levels.
Ideas for differentiation: S4E1
Click here for other lessons and resources
GPS Standards / Essential Questions / Vocabulary / System Resources
S4E2 Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
a. Explain the day/night cycle of the earth using a model.
b. Explain the sequence of the phases of the moon.
In 2nd grade students recorded the shape of the moon for a period of time. New learning is to explain the phases of the moon. / S4E2.a,b
How does the rotation of the Earth impact day and night?
Why are different phases of the moon observed throughout the month?
What is the sequence of those phases? / S4E2.a,b
Solar System
Axis
Tilt
Rotation (rotate)
Reflect
Phases
Sequence / S4E2.a,b
Lab Experience: Express Lab Card 5 Model Day and Night TE 59
HM Science:
· Chapter 2: Lesson 1 (pages 58-61)
The Reason for Day and Night (2:29)– video
Day and Night - Demonstration
Phases of the Moon – PowerPoint
Lunar Cycle- animation
Harcourt Moon Phases – shorter animation
Phases of the Moon – flipbook
Lab Experience: Express Lab Card 7 See Phases of the Moon TE 73
HM Science:
· Chapter 2: Lesson 3 (pages 70-75)
Moon Phases Card Sort
Moon Phases Song (3:41)
Differentiation:
Support Readers and Leveled Readers are listed on 4th grade Science page. Check with the reading teacher for your students’ reading levels.
Ideas for differentiation: S4E2
Click here for other lessons and resources
GPS Standards / Essential Questions / Vocabulary / System Resources
S4E2 Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the solar system. / S4E2.c,d
How does the revolution of the Earth impact seasons?
What are the relative sizes of the planets in our solar system?
What is the relative order of the planets from the sun in our solar system?
(There are only 8 planets. Pluto is no longer considered a true planet. See Science page for more information.) / S4E2.c,d
Revolution (revolve)
Inner planets
Outer planets
Northern Hemisphere
Southern Hemisphere
Relative size and order / S4E2.c,d
HM Science:
· Chapter 2: Lesson 2 (pages 64-69)
Season Sort – activity
Seasons Simulator
A Day on Earth - video and online test -this does day and night and seasons
Rotation vs. Revolution Partner Game – reviews E2.a and E2.c
Story Bots: We are the Planets (1:58)- video
Planetary and Star Size Comparison – video (2:33)
HM Science:
· Chapter 1: Lessons 2, 3, and 4
Label the Solar System – activity
Planet Order – practice video (great link to give to students as they practice planet order)
Discovery Education:
· Planets (6:33)
Differentiation:
Support Readers and Leveled Readers are listed on 4th grade Science page. Check with the reading teacher for your students’ reading levels.
Ideas for differentiation: S4E2
Click here for other lessons and resources
GPS Standards / Essential Questions / Vocabulary / System Resources
S4E3 Students will differentiate between the states of water and how they relate to the water cycle and weather.
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
In 1st grade students recognized changes in water when it freezes and when it melts. New learning is to recognize changes in water when it becomes a gas and to demonstrate how it changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
d. Explain the water cycle (evaporation, condensation, and precipitation). / S4E3.a,b,d
What are the different states of water?
What is the boiling point (water becomes a gas) and freezing point (water becomes a solid) of water?
What is the water cycle? / S4E3.a,b,d
Solid
Liquid
Gas
Temperature
Boiling point
Freezing point
Water vapor / steam
Water Cycle
Evaporation
Condensation
Precipitation / S4E3.a,b,d
How Water Changes –PowerPoint (E3.a,b)
Discovery Education:
· Water’s Three States (6:51) (E3.a,b)
Changing Water – activity (E3.a,b)
HM Science:
· E3.a Chapter 3, Lesson 2 (108-109)
· E3.b no match
Water Cycle –PowerPoint
Water Cycle – activity
The Water Cycle - interactive
HM Science:
· E3.d Chapter 3, Lesson 2 (110)
Differentiation:
Support Readers and Leveled Readers are listed on 4th grade Science page. Check with the reading teacher for your students’ reading levels.
Ideas for differentiation: S4E3
Click here for other lessons and resources
GPS Standards / Essential Questions / Vocabulary / System Resources
S4E3 Students will differentiate between the states of water and how they relate to the water cycle and weather.
c. Investigate how clouds are formed.
e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and fog).
In 1st grade students identified forms of precipitation such as rain, snow, sleet, and hail. New learning is to identify sky conditions and investigate sky conditions and forms of precipitation. / S4E3.c,e
How do clouds form?
What are the characteristics of clouds?
What are the forms of precipitation?
How does temperature affect the forms of precipitation?
How do the states of water relate to the water cycle and weather? / S4E3.c,e
Cloud
Rain
Snow
Sleet
Hail
Cirrus
Cumulus
Stratus
Altostratus
Altocumulus
Cirrostratus
Cirrocumulus
Nimbostratus
Cumulonimbus
Fog / SS4E3.c,e
Weather & Meteorology: How Do Clouds Form? (1:01) – video
How Clouds Form (2:35) – video
How Do Clouds Form? – graphic organizer
HM Science:
· E3.c Chapter 3, Lesson 2 (111)
Precipitation and Sky Conditions –PowerPoint
Discovery Education:
· Clouds, Weather, and Life (12:05) Resources: Blackline Masters
HM Science:
· E3.e Chapter 3, Lesson 2 (111-112)
Differentiation:
Support Readers and Leveled Readers are listed on 4th grade Science page. Check with the reading teacher for your students’ reading levels.
Ideas for differentiation: S4E3
Click here for other lessons and resources
GPS Standards / Essential Questions / Vocabulary / System Resources
S4E4 Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).
In 1st grade students measured and recorded weather data using a thermometer, wind vane, and rain gauge. New learning is using a barometer, wind vane, and anemometer.
b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the year. / S4E4.a,b,c
Why do we need to collect weather data?
How do meteorologists use weather instruments?
How do we collect weather data?
How do meteorologists identify fronts, temperature and precipitation using a weather map?
How does a meteorologist know what the weather will be tomorrow? / S4E4.a,b,c
Temperature
Thermometer
Wind Vane
Anemometer
Barometer
Rain Gauge
Meteorologist
Weather map
Weather forecast
Weather pattern
Cold Front
Warm Front
High pressure
Low pressure
Humidity
Front / S4E4.a,b,c
Weather Instruments –PowerPoint
Weather Instrument Picture Cards
Weather Instruments Matching Game – activity (Remove the cards for hygrometer as this does not match the standard.)
HM Science:
· E4.a Chapter 3: Lessons 1(102) and lesson 3 (117)
Weather Maps – flipchart
Discovery Education:
· Weather Patterns – interactive activity
Lab Experience – Express Lab Card 11: Forecast Weather TE 121
HM Science:
· E4.b Chapter 3: Lesson 3 (pages 114–123)
· E4.c Chapter 3: Lessons 3 and 4 (page 130)
Differentiation:
Support Readers and Leveled Readers are listed on 4th grade Science page. Check with the reading teacher for your students’ reading levels.
Ideas for differentiation: S4E4
Click here for other lessons and resources
GPS Standards / Essential Questions / Vocabulary / System Resources
S4E4 Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
d. Differentiate between weather and climate. / S4E4.d
How do we distinguish between weather and climate? / S4E4.d
Weather
Climate / S4E4.d
Climate and Weather (3:23) – video
Weather vs. Climate Exit Activity - activity
HM Science:
· E4.d Chapter 3: Lesson 4 (130-131)
Differentiation:
Support Readers and Leveled Readers are listed on 4th grade Science page. Check with the reading teacher for your students’ reading levels.
Ideas for differentiation: S4E4
Click here for other lessons and resources
Characteristics of Science - Ongoing Standards / Vocabulary
S4CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a. Keep records of investigations and observations and do not alter the records later.
b. Carefully distinguish observations from ideas and speculation about those observations.
c. Offer reasons for findings and consider reasons suggested by others.
d. Take responsibility for understanding the importance of being safety conscious. / Traits
Investigations
Observations
Speculation
Safety
S4CS2 Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. / Computation, Estimation,
Analyzing data,
Scientific explanations, Quantities, Length, Area, Volume, Weight, Time
S4CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
c. Use computers, cameras, and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment. / Observation, Measurement, Manipulating, Utilizing,
Laboratory, Procedures,
Mechanical Construction
S4CS4 Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.
c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate. / System, Model, Scale, Graphs,
Technology, Maps, Number Lines, Geometric Figures,
Number Sequences, Diagrams, Sketches, Corresponding Features, Representations,
Original Counterparts,
Patterns: steady, repetitive, irregular change
S4CS5 Students will communicate scientific ideas and activities clearly.
a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. / Scientific Procedure,
Numerical Data, Describe, Compare, CD Roms
Scientific Information,
Reference Books,
Computer Databases
S4CS6 Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify the sources used.
b. Identify when comparisons might not be fair because some conditions are different. / Scientific Claims
Arguments
S4CS7 Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today. / Scientific Knowledge
Scientific Investigations
S4CS8 Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. / Scientific Inquiry
Specimens
Analysis
Essential
Expose
Criticisms
Accurately
Involves
Engages
Backgrounds

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