See Unit Guide-Earth & Space-An Empty Cup Shaping Spaces

See Unit Guide-Earth & Space-An Empty Cup Shaping Spaces

Grade

4

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Science Indicator

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Strategies and Resources

Earth and Space Sciences /
See unit guide-Earth & Space-An Empty Cup Shaping Spaces
  1. Explain that air surrounds us, takes up space, moves around us as wind, and may be measured using barometric pressure.
/  Student can construct various weather instruments such as barometer, wind van.
 Measure and record barometric pressure and wind direction
  1. Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail).
/  Observe and predict the water cycle.
 Blow on a window to make condensation.
  1. Investigate how water changes from one state to another (e.g., freezing, melting, condensation and evaporation).
/  Melt an ice cube and freeze it.
 Boil water and watch the steam and predict results.
  1. Describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation and barometric pressure.
/  Create a weather station.
 Predict and record data.
  1. Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions).
/  Compare and contrast weather patterns using weather maps found
in newspapers or online. (weather.com)
 Predict weather conditions in a specified part of U.S. by analyzing weather map information.
 Draw prediction on a blank map.
  1. Trace how weather patterns generally move from west to east in the United States.
/  Compare and contrast weather conditions in the west as it moves
east using weather maps from newspapers.
  1. Describe the weather which accompanies cumulus, cumulonimbus, cirrus and stratus clouds.
/  See unit guide – Earth & Space-Clouds and the Weather.
  1. Describe how wind, water and ice shape and reshape Earth's land surface by eroding rock and soil in some areas and depositing them in other areas producing characteristic landforms (e.g., dunes, deltas and glacial moraines).
/  Make a model of desert using sand. Using a hair dryer gently
blow along the surface of the sand. Observe and record
observations.
 Make a model of a glacier using sand pebbles and water. Remove ice from pan. Place the glacier sandy side down on flat rock.
Predict what will happen if you press down hard on the glacier and move it back and forth over the rock. Record your predictions and test your prediction. Observe what happens to the rock and record your observations.
  1. Identify and describe how freezing, thawing and plant growth reshape the land surface by causing the weathering of rock.
/  See unit guide-Earth & Space-Shaping Spaces.
  1. Describe evidence of changes on Earth's surface in terms of slow processes (e.g., erosion, weathering, mountain building and deposition) and rapid processes (e.g. volcanic eruptions, earthquakes and landslides).
/  Read Magic School Bus – Voyage to the Volcano.
 Show accompanying video.

Life Sciences

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See unit guide-Life Sciences-From Seed to Shining Seed.

  1. Compare the life cycles of different plants including germination, maturity, reproduction and death.

  1. Relate plant structures to their specific functions (e.g., growth, survival and reproduction).
/  Students will draw flower, label its structures, and match the
functions on a worksheet.
 Bring in flowers to dissect. Ask florist for discarded flowers.
 Observe a small flowering tree from winter to spring. Grow bulbs in winter and experiment and observe by removing various parts.
  1. Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots and stems).
/  Use a dichotomous key to identify a specific tree.
 Create a dichotomous key to be used by others.
 Categorize fruits and seeds
  1. Observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time.
/  Make a fossil using plaster of paris and a variety of molds.
 Using the internet, students will research a fossil, including the era, and location of the fossil. Students could then make a poster illustrating where the fossil would reside.
 Make a timeline using all of the student’s posters.
  1. Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds).
/  Draw and explain a food chain.
 See unit guide – Life Sciences – Seeds Travel

Physical Sciences

/  See unit guide – Physical Sciences – Physical Properties and

Changes.

  1. Identify characteristics of a simple physical change (e.g., heating or cooling can change water from one state to another and the change is reversible).

  1. Identify characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials (e.g., burning paper, vinegar and baking soda).
/  Place baking soda in glass jar and add vinegar (or lemon juice) to make a chemical change. Capture carbon dioxide with a balloon secured on top.
 Burn a piece of paper to show a chemical change.
  1. Describe objects by the properties of the materials from which they are made and that these properties can be used to separate or sort a group of objects (e.g., paper, glass, plastic and metal).
/  Create and use a dichotomous key to classify objects.
 See unit guide – Physical Sciences – This or That?
  1. Explain that matter has different states (e.g., solid, liquid and gas) and that each state has distinct physical properties.
/  See unit guide – Physical Sciences Physical Properties and
Changes.
  1. Compare ways the temperature of an object can be changed (e.g., rubbing, heating and bending of metal).
/  Rub hands together to warm them.

Science and Technology

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  1. Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment and manufacturing) has improved human lives.
/  Students could talk with grandparents about a technology that
didn’t exist when they were children. Students could then write a
paragraph comparing/contrasting the ‘old’ with the ‘new’.
  1. Investigate how technology and inventions change to meet peoples' needs and wants.
/  Research an invention and create a timeline showing
improvements.
  1. Describe, illustrate and evaluate the design process used to solve a problem.
/  Build a better version of a rain gauge, mouse trap, or windmill.

Scientific Inquiry

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  1. Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature and area in metric and English units.
/  See unit guide – Nature of Science – Tools of the Trade.
  1. Analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the next likely occurrence.
/  Using pictures from magazines or newspapers present students
with a series of events. Ask students to infer what will come next
in the series. Students may draw or find an appropriate picture.
  1. Develop, design and conduct safe, simple investigations or experiments to answer questions.
/  See unit guide – Nature of Science – Student Scientists.
  1. Explain the importance of keeping conditions the same in an experiment.
/  Discuss ‘variables’ and how changing any of them changes the
outcome of the experiment.
 Set up the same experiment as different stations leaving out one
vital component. Ask students to record results in journals.
  1. Describe how comparisons may not be fair when some conditions are not kept the same between experiments.
/  Compare journal entries from the previous class day. Discuss
what needed to be included in order for all the results to be the
same.
  1. Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment.
/  Students will write all the steps involved in making a peanut
butter and jelly sandwich.
 Students will exchange directions with another student and try to make a peanut butter and jelly sandwich.

Scientific Ways of Knowing

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  1. Differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.
/  See unit guide – Nature of Science – Is That a Fact?
  1. Record the results and data from an investigation and make a reasonable explanation.
/  After completing an experiment students will write an
explanation of their findings in the Science journal.
  1. Explain discrepancies in an investigation using evidence to support findings.
/  Set up the same experiment at different stations leaving out one
vital component. Ask student to record results in journals.
 Students will partner with another student from a different group.
Each will compare/contrast their results with their partner’s
results.
  1. Explain why keeping records of observations and investigations is important.
/  Students will make a journal entry to record results from previous
experiment to verify findings.

Related online Lessons:

Ohiorc.org

Model Lessons - Click on each set A,B,C,D,E to find lessons for the grade level

Viking Treasure Chest

Grade 4 Science Curriculum Guide Trumbull County Educational Service Center1

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