Bedminster Township School District
Grade 4 Science Curriculum
The alignment of the Grade 4 Science curriculum is in compliance with the State Board adopted 2009 New Jersey Core Curriculum Content Standards for implementation September 1, 2012.
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2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Curriculum DocumentContent Area: Science
Course Title: Grade 4 Science / Grade Level: 4
Unit Plan 1: Force and Motion:
Magnets and Gravity / 6 weeks
Unit Plan 2: Energy, Forms, Transfer, and Conservation:
Heat, Electricity, Light / 6 weeks
Unit Plan 3: Plants and Animals / 6 weeks
Unit Plan 4: Matter:
Gases, Liquids, and Solids / 6 weeks
Unit Plan 5: Living Organisms and Human Body Systems / 6 weeks
Unit Plan 6: Universe:
Earth, Moon, and Sun / 6 weeks
Date Created: / Summer 2010; Created by J. Giordano
Board Approved on: November 18, 2010
Unit Overview
Content Area: Science (Physical Science)
Unit Title: Forces and Motion (Unit 1)
Target Course/Grade Level: 4
Unit Summary
In this Science unit students will be exposed to the main concepts:
· Motion - change in position over a period of time
· Force - something that starts another moving or changes its speed or direction of motion
Primary interdisciplinary connections: Science/Math/Technology
21st century themes: Global Awareness
Unit Rationale
Students will explore physical science principles, including fundamental ideas about motion, as powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Learning Targets
Standard
NJCCCS 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
NJCCCS 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
E. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood in terms of forces.
NJCCCS 8.1 Technology
· All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.
·
National Standards Grade 4 Math Measurement & Data 4.4
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Content Statements
NJCCCS 5.1 Science
· Fundamental scientific concepts and principles and the links between them are more useful than discrete facts.
· Connections developed between fundamental concepts are used to explain, interpret, build, and refine explanations, models, and theories.
· Outcomes of investigations are used to build and refine questions, models, and explanations.
· Building and refining models and explanations requires generation and evaluation of evidence.
· Tools and technology are used to gather, analyze, and communicate results.
· Evidence is used to construct and defend arguments.
· Reasoning is used to support scientific conclusions.
· Scientific understanding changes over time as new evidence and updated arguments emerge.
· Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence.
· Scientific knowledge is a particular kind of knowledge with its own sources, justifications, and uncertainties.
· Science has unique norms for participation. These include adopting a critical stance, demonstrating a willingness to ask questions and seek help, and developing a sense of trust and skepticism.
· In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation).
· Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events.
NJCCCS 5.2 Physical Science
· Motion can be described as a change in position over a period of time.
· There is always a force involved when something starts moving or changes its speed or direction of motion. A greater force can make an object move faster and farther.
· Earth pulls down on all objects with a force called gravity. Weight is a measure of how strongly an object is pulled down toward the ground by gravity. With a few exceptions, objects fall to the ground no matter where they are on Earth.
NJCCCS 8.1 Technology
· The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.
National Standards Grade 4 Measurement & Data 4.4
· Represent and interpret data.
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.
CPI # / Cumulative Progress Indicator (CPI)
5.1.4.A.1 / Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences.
5.1.4.A.2 / Use outcomes of investigations to build and refine questions, models, and explanations.
5.1.4.A.3 / Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments.
5.1.4.B.1 / Design and follow simple plans using systematic observations to explore questions and predictions.
5.1.4.B.2 / Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3 / Formulate explanations from evidence.
5.1.4.B.4 / Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.1 / Monitor and reflect on one’s own knowledge regarding how ideas change over time.
5.1.4.C.2 / Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3 / Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.1 / Actively participate in discussions about student data, questions, and understandings.
5.1.4.D.2 / Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories.
5.1.4.D.3 / Demonstrate how to safely use tools, instruments, and supplies.
5.2.4.E.1 / Demonstrate through modeling that motion is a change in position over a period of time.
5.2.4.E.2 / Identify the force that starts something moving or changes its speed or direction of motion.
5.2.4.E.4 / Investigate, construct, and generalize rules for the effect that force of gravity has on balls of different sizes and weights.
8.1.4.A.2 / Create a document with text formatting and graphics using a word processing program.
8.1.4.A.4 / Create a simple spreadsheet, enter data, and interpret the information.
Math 4.4 CCSSI
Nat'l. Stds. / Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Unit Essential Questions
· What is a force?
· How is motion described?
· What is gravity?
· What does a line plot provide? / Unit Enduring Understandings
· A force can be involved when something starts to move or change speed and/or direction.
· Motion can be described as a change in position over time.
· Gravity is a force and Earth pulls down on objects with a force.
· Line plots can accurately depict range, mean, median, and mode.
Unit Learning Targets
Students will
· Build, test, and modify vehicles to meet design requirements
· Determine time and distance of vehicles.
· Observe how a vehicle moves and describe its motion and changes in motion.
· Discuss and/or graph motion, force, gravity, range, mean, median and mode.
· Discuss and observe the forces of flight.
· Identify, record, analyze and interpret data.
· Estimate and measure and record flight distances.
· Utilize technology to record findings.
· Develop awareness of math terms related to tables and graphing.
· Recognize the importance of repeating trials to gain valid results.
· Prove the role that technological design plays in daily problem solving.
Evidence of Learning
Summative Assessment (5 days)
· Analyze plane flight
· Compile data
· Teacher observations
· Classroom discussions (findings interpretation)
· Assess repeated trials
Teacher Resources:
Airplane template from NASA
Forces of flight
Forces of flight illustrations and explanations
Videos:
BrainPop Motions and Force
BrainPop Flight, Force and Lift
discoveryeducation forces and motion
Riding a bike - Gravity and friction
http://familytime.press-citizen-media.com/april2008/biking04-08.html
Formative Assessments
· Test/Quiz
Lesson Plans
Lesson / Timeframe
Lesson 1
Flight elements / 1.5 hour s/2 days
Lesson 2
Practice Flights & graph / 1.5 hours/2 days
Lesson 3
Airplane Engineers & testers / 1 hour(s)/ 1day(s)
Teacher Notes:
VOCABULARY: range, mean, median, mode, gravity, drag, lift, thrust, weight
Grid paper: different sizes may be needed depending on the student
Plane sample: make sure one is made ahead of time to use as an example
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Common Content State Standards Initiative
TITLE: Math in Motion
GRADE/SUBJECT: Grade 4 Math/Science
OBJECTIVES: SWBAT
* Identify motion as a change in position over a period of time;
* Describe a force as it involves something starting to move or as changing its speed or direction of motion;
* Understand that a force is gravity & how weight is a measurement of that force;
* Accurately record the distance the plane flew;
* Record and display class data on a line plot;
* Construct, interpret, analyze, generate questions about, and draw inferences from displays of data;
* Analyze and graph experimental class data sets using measures of central tendency, including range, mean, median and mode;
* Recognize the four basic forces of flight at work based on the models.
NATIONAL STANDARDS:
* M&D 4.1 * M&D 4.2 * M&D 4.4
NJCCCS:
* 4.2.4.D * 4.4.4.A * 5.1, 5.2 * 8.1
CONTENT:
* Discuss motion, force, gravity, range, mean, median and mode
* Show students how to record data
* Discuss the four forces of flight
* Measuring and recording flight distances
VOCABULARY: range, mean, median, mode, gravity, drag, lift, thrust, weight
MATERIALS:
Simple airplane template Measuring Tape/Yardstick
Foam meat tray Paper
Ziploc bags Graph paper
Fine sandpaper Writing instruments
Box cutter (for teacher use only) Outdoor space
Hot glue gun Chalk
Chart paper to record class data Student worksheet
ADVANCE TEACHER PREPARATION:
Airplane kits should be organized in advance. A simple template is available from NASA at http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Delta_Wing_Glider.html Teacher should pre-cut foam airplane pieces using the airplane template, foam board, and box cutter. Airplane kits shall consist of the pre-cut foam airplane pieces and a small piece of fine sandpaper contained in a Ziploc bag.
On pavement, make a starting line out of chalk and mark 10 foot increments on the ground up to 30 feet.
PROCEDURES:
Day 1-2 (Flight elements)
Explain to students that they will be foam airplane assemblers and flight testers. This is a very important job that is to be taken very seriously. Before they can create their planes, however, there are a few basic elements of flight that they need to review: lift, thrust, drag, and weight. Planemath.com has excellent illustrations and explanations. (See lesson on CD 1 - Hot Air Balloons for further information.)
Give each student an airplane kit. Explain that they are to very carefully and gently sand all of the edges of the airplane parts to reduce the air drag. Once finished, they are to come up to your desk and have their pieces hot glued by you. (If hot glue is not an option, a small slit could be made to insert the wings and tail.)
Make sure students put their names on the plane because there are no distinguishing characteristics.
Have students formulate their hypotheses on distance and flight of the plane. Have pairs of students brainstorm and explain whether their hypotheses are similar or different.
After all students have a plane completed and the glue is dry, allow students to practice flying the planes outside a few times before beginning the formal data collection.
Day 3-4
Once students have conducted practice flights, gather students behind a chalk (or other) starting line.
Explain to students that although each has their own plane, they will collaborate with a partner to
measure the distance each plane flew.
The teacher should throw the first plane to model the procedure.
Discuss different ways the distance flown by the plane could be measured to the nearest foot. As a class select one method to use.
Have groups of 5 students go next. Each student is to take a turn measuring their partner’s plane flight distance. All class data should be recorded on a piece of chart paper/graph paper or on laptops.
Now that all the data has been collected, return to the classroom. Have students create a line plot of the class data. Ensure they have a title on the graph and both the X-axis and Y-axis labeled appropriately. Using the class flight data, have students find the range, mean, median, and mode. Depending on ability and experience, you may want to do this as a class activity. Have students draw inferences from their line plot graphs by discussing and recording ideas on the blackboard.
Day 5
Explain to students that today they will be paper airplane engineers and testers. They will each be creating a simple paper airplane. Ask students to think-pair-share with their partner about whether they think the paper airplanes will travel as far as the foam planes observed the prior day. Have students write down their hypotheses and reasons in their Science notebooks.
Show students how to make a simple paper airplane. Directions and illustrations are readily available online if you choose to create a more elaborate design.
Make sure students put their names on the plane because there are no distinguishing characteristics.