grade 4 science - jefferson parish public school...

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JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

Grade 4 Science

2015

Scope, Sequence, Timeline

Correlation to Grade Level Expectations, Benchmarks, the

Louisiana Comprehensive Curriculum and Textbook

Revised 2015 Cathie Smith

Instructions for use:

The book used in the 4

th grade curriculum is:

Name of Textbook: Macmillan McGraw-Hill Louisiana Science-A Closer Look

Copyright date: 2012

Cost: $56.67

The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of

Education website at www.louisianabelieves.com

Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the

Science as Inquiry GLEs and the Content GLEs.

LCC Features:

BLM: Black Line Masters [Note: Not all activities have a BLM]

Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy

has a built in link to the literacy strategy in the 2008 Comprehensive Curriculum.

Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity

Specific Assessments]

There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in

this document.

Online Resources: ConnectED Master Access Codes – Codes can be redeemed at

http://connected.mcgraw-hill.com/

o Louisiana Science A Closer Look Grade 4 Teacher Edition T4RH-CGZX-7CPE-2JMW

o Louisiana Science A Closer Look Grade 4 Student Edition 9OE4-GCZ9-E6R3-HVVR (Note – This student code is

NOT to share with students. It is for the teacher to have online access to a student edition of the text. Once registering

online, student codes will be generated to share with students.)

McGraw Hill Technical Support : 1-800-437-3715 or [email protected]

http://connected.mcgraw-hill.com/

mailto:[email protected]


Grade Level Expectations for Fourth Grade Science

Science as Inquiry The Abilities to Do Scientific Inquiry

1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1)

2. Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations (SI-

E-A1)

3. Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2)

4. Predict and anticipate possible outcomes (SI-E-A2)

5. Identify variables to ensure that only one experimental variable is tested at a time (SI-E-A2)

6. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2)

7. Use the five senses to describe observations (SI-E-A3)

8. Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units (SI-E-A4)

9. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of

measurement to observe and collect data (SI-E-A4)

10. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as

appropriate (SI-E-A5) (SI-E-B4)

11. Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction (SI-

E-A5)

12. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings,

journals, reports, presentations, exhibitions, portfolios) (SI-E-A6)

13. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

Understanding Scientific Inquiry

14. Identify questions that need to be explained through further inquiry (SI-E-B1)

15. Distinguish between what is known and what is unknown in scientific investigations (SI-E-B1)

16. Select the best experimental design to answer a given testable question (SI-E-B2)

17. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-

B3)

18. Base explanations and logical inferences on scientific knowledge, observations, and scientific evidence (SI-E-B4)

19. Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment (SI-E-

B5)

20. Determine whether further investigations are needed to draw valid conclusions (SI-EB6)

21. Use evidence from previous investigations to ask additional questions and to initiate further explorations (SI-E-B6)

22. Explain and give examples of how scientific discoveries have affected society (SI-EB6)


Physical Science Properties of Objects and Materials

23. Determine linear, volume, and weight/mass measurements by using both metric system and U.S. system units to compare the results (PS-

E-A2)

24. Illustrate how heating/cooling affects the motion of small particles in different phases of matter (PS-E-A4)

25. Describe various methods to separate mixtures (e.g., evaporation, condensation, filtration, magnetism) (PS-E-A5)

Position and Motion of Objects

26. Measure, record, and graph changes in position over time (e.g., speed of cars, ball rolling down inclined plane) (PS-E-B3)

27. Describe how the amount of force needed to cause an object to change its motion depends on the mass of the object (PS-E-B4)

Forms of Energy

28. Explain the relationship between volume (amplitude) of sound and energy required to produce the sound (PS-E-C1)

29. Compare the rates at which sound travels through solids, liquids, and gases (PS-EC1)

30. Explain the relationship between frequency (rate of vibration) and pitch (PS-E-C1)

31. Diagram what happens to white light as it passes through a prism (PS-E-C2)

32. Describe how light bends or refracts when traveling through various materials (e.g., pencil in a glass of water) (PS-E-C2)

33. Describe how heat energy moves through a material by conduction (PS-E-C3)

34. Give examples of ways heat can be generated through friction (e.g., rubbing hands) (PS-E-C3)

35. Give examples of ways heat can be produced by conversion from other sources of energy (PS-E-C3)

36. Test and classify materials as conductors and insulators of electricity (PS-E-C4)

37. Demonstrate how a complete circuit is needed for conducting electricity (PS-E-C4)

38. Explain the effects of Earth’s gravity on all objects at or near the surface of Earth (PS-E-C5)

39. Describe energy transformations (e.g., electricity to light, friction to heat) (PS-E-C6)


Life Science Characteristics of Organisms

40. Explain the functions of plant structures in relation to their ability to make food through photosynthesis (e.g., roots, leaves, stems,

flowers, seeds) (LS-E-A3)

41. Describe how parts of animals’ bodies are related to their functions and survival (e.g., wings/flying, webbed feet/swimming) (LS-E-A3)

42. Describe how the organs of the circulatory and respiratory systems function (LS-EA5)

43. Explain the primary role of carbohydrates, fats, and proteins in the body (LS-E-A6)

44. Analyze food labels to compare nutritional content of foods (e.g., amounts of carbohydrates, fats, proteins) (LS-E-A6)

Life Cycles of Organisms

45. Identify reproductive structures in plants and describe the functions of each (LS-EB1)

46. Describe how some plants can be grown from a plant part instead of a seed (LS-EB1)

47. Sequence stages in the life cycles of various organisms, including seed plants (LSE- B1)

48. Classify examples of plants and animals based on a variety of criteria (LS-E-B2)

49. Compare similarities and differences between parents and offspring in plants and animals (LS-E-B3)

Organisms and Their Environments

50. Explain how some organisms in a given habitat compete for the same resources (LS-E-C1)

51. Describe how organisms can modify their environment to meet their needs (e.g., beavers making dams) (LS-E-C1)

52. Describe how some plants and animals have adapted to their habitats (LS-E-C2)

53. Identify the habitat in which selected organisms would most likely live and explain how specific structures help organisms to survive

(LS-E-C2)

54. Describe the effect of sudden increases or decreases of one group of organisms upon other organisms in the environment (LS-E-C3)


Earth and Space Science Properties of Earth Materials

55. Recognize that sedimentary rocks are composed of particles that result from weathering and erosion (e.g., sandstones, conglomerates)

(ESS-E-A1)

56. Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth) (ESS-E-A1)

57. Explain how unequal heating of Earth’s land and water affects climate and weather by using a model (ESS-E-A2)

58. Draw, label, and explain the components of a water cycle (ESS-E-A3)

59. Measure, chart, and predict the weather using various instruments (e.g., thermometer, barometer, anemometer) (ESS-E-A4)

60. Identify various types of weather-related natural hazards and effects (e.g., lightning, storms) (ESS-E-A4)

61. Identify safety measures applicable to natural hazards (ESS-E-A4)

62. Classify rocks and minerals according to texture, color, luster, hardness, and effervescence (ESS-E-A5)

63. Demonstrate and explain how Earth’s surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes,

earthquakes) (ESS-E-A5) (ESS-E-A1)

Objects in the Sky

64. Describe and sequence the phases of the Moon and eclipses (ESS-E-B2)

65. Compare a solar and a lunar eclipse (ESS-E-B2)

66. Diagram the movement of the Moon around Earth and the movement of Earth around the Sun (ESS-E-B2)

67. Explain the changing appearance of the Moon and its location in the sky over the course of a month (ESS-E-B3)

68. Identify the relationship between Earth’s tilt and revolution and the seasons (ESS-EB4)

69. Explain how technology has improved our knowledge of the universe (e.g., Hubble telescope, space stations, lunar exploration) (ESS-E-

B6)

Science and the Environment 70. Design an ecosystem that includes living (biotic) and nonliving (abiotic) components and illustrates interdependence (SE-E-A1)

71. Describe and explain food chains/webs and the directional flow of energy in various ecosystems (e.g., construct a model, drawing,

diagram, graphic organizer) (SE-EA2)

72. Predict and describe consequences of the removal of one component in a balanced ecosystem (e.g., consumer, herbivores, nonliving

component) (SE-E-A2)


Fourth Grade Suggested Time Line

First Nine Weeks: Unit 1: Measuring and Comparing…………………...............................................................2 weeks

Unit 2: Sound, Light, and Heat…….......................................................................................5 weeks

Unit 3: Electricity………..……………………........................................................................2 weeks

Second Nine Weeks: Unit 4: Living Organisms ………………………...................................................................5 weeks

Unit 5: Ecosystems……………..……………………………………………………………4 weeks

Third Nine Weeks: Unit 5: Ecosystems……...…………………………………………………………………....1 week

Unit 6: Planet Earth and its Moon...…………………….……………………………….…...8 weeks

Fourth Nine weeks: Unit 6: Planet Earth and its Moon..……………………….…………..………….…….…….2 weeks

Unit 7: Structure and Form of Living Things..…………………………...……….……….....3 weeks

Unit 8: Structure and Form of Living Things..……………………….…………..…….…….2 weeks

NOTE:

LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.


Unit 1:

Measuring and Comparing


Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1: Measuring and

Comparing

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Science A Closer Look

McGraw -Hill

Readings From

Textbook

Science A Closer

Look

McGraw-Hill

SI-E-A4: employing

equipment and tools to

gather data and extend the

sensory observations

SI-E-A5: using data,

including numbers and

graphics, to explain

observations and

experiments

SI-E-B4: developing

explanations by using

observations and

experiments

PS-E-B3: measure, record,

and graph changes in

position over time (e.g.

speed of cars, balls rolling

down inclined plane)

PS 23. Determine linear, volume,

and weight/mass measurements by

using both metric system and U.S.

system units to compare the results

SI 8. Measure and record length,

temperature, mass, volume, and area

in both metric system and U.S.

system units

SI 9. Select and use developmentally

appropriate equipment and tools

(e.g., magnifying lenses,

microscopes, graduated cylinders)

and units of measurement to observe

and collect data

SI 10. Express data in a variety of

ways by constructing illustrations,

graphs, charts, tables, concept maps,

and oral and written explanations as

appropriate

SI: 6, 12

Activity2:

Measuring Length,

Mass and Volume

of a Regular Solid

pg. 3 - 4

BLM: Toy

Measure Chart

Literacy Strategy: Brainstorm

Activities Specific

Assessment: pg. 10

Explore: pp. 21, 41, 225, 241,

361; Quick Lab: p. 25; Be a

Scientist: pp. 60-61, 306-307;

Focus on Skills: pp. 28-29,

50-51, 112-113, 332-333;

Math Link: p.27

Explore: pp.41,173, 185, 265,

323, 345,379, 395; Be

Scientist, pp. 306-307; Focus

on Skills: pp. 28-29, 50-51,

72-73, 112-113, 274-275, 368-

369: Art Link: pp. 71, 101,

111, 121, 195, 273, 385;

Science Task, p. 125

The Scientific Method: p. 8;

Explore, pp. 93, 241, 295;

Quick Lab: pp. 179, 365

Explore: pp. 93, 173, 185,

214, 309; Be a Scientist: pp.

232-233, 286-287, 306-307;

Focus on Skills: pp. 112-113,

248-249, 332-333, 368-369,

386-387

Unit 1 Lesson 1, pp.

20-27

SI-E-A7: utilizing safety

procedures during

experiments

SI 13. Identify and use appropriate

safety procedures and equipment

when conducting investigations

(e.g. gloves, goggles, hair ties)

Activity 1 –Safety

In the Lab pg. 2

BLM: Science

Safety

Contract

Explore, pp. 105, 371; Quick

Lab, pp. 137, 146; Be a


on Skills, pp. 50-51, 386-387;

Writing Link, p. 139

pp. 16-17


Benchmarks

GLEs


Comprehensive

Curriculum


Comparing

Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Readings From Textbook


McGraw-Hill

SI-E-A4: employing







observations and

experiments

SI-E-B4: developing


observations and

experiments

PS-E-B3: measure, record,

and graph changes in

position over time (e.g.

speed of cars, balls rolling

down inclined plane)

PS 26. Measure, record, and graph

changes in position over time (e.g.

speed of cars, ball rolling down

inclined plane)

SI 8. Measure and record length,

temperature, mass, volume, and area

in both metric system and U.S.

system units


appropriate equipment and tools

(e.g., magnifying lenses,

microscopes, graduated cylinders)

and units of measurement to observe

and collect data





appropriate

SI: 1, 2, 3, 4, 5, 6, 12, 23

Activity 3: Measuring Time

and Distance, p. 4 –

5

BLM: Film

Canister Racing

Data Table

Literacy Strategy: Science Learning

Log

Activity Specific

Assessment: Pg.

10

Explore, pp. 21, 41,

115, 225, 241, 361; Be

a Scientist, pp. 306-307;

Focus on Skills, pp. 28,

29, 50-51, 112-113, 332-

333; Math Link, p. 27

Explore, pp. 21,41, 225,

241, 361; Quick Lab,

p. 179; Be a Scientist,

pp. 60-61, 306-307;

Focus on Skills, pp. 28-

29


185

PS-E-A4: describing the

properties of the different

states of matter identifying

the conditions that cause

matter to change states

PS 24. Illustrate how heating/cooling

affects the motion of small particles

in different phases of matter

SI: 2, 3, 5, 6, 10, 12, 13

Activity 4: Temperature

Effects, p. 5, 6-7

BLM:

Temperature

Effects Data Table

Literacy Strategy:

SQPL prompt

Literacy Strategy:

Student Learning

Log

Explore, pp. 41; Quick

Lab, p. 45; Foldables,

49; Writing Link, p. 49;

Health Link, p. 49

Unit 1 Lesson 3, pp. 40-49


Benchmarks

GLEs


Comprehensive

Curriculum


Comparing

Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill



McGraw-Hill

PS-E-A4: describing the

properties of the different

states of matter identifying

the conditions that cause

matter to change states

PS-E-A5: describe various

methods to separate

mixtures(e.g. evaporation,

condensation, filtration,

magnetism)

ESS-E-A3: draw, label,

and explain the

components of a water

cycle

PS 25. Describe various methods to

separate mixtures (e.g. evaporation,

condensation, filtration, magnetism)

PS 24. Illustrate how heating/cooling

affects the motion of small particles

in different phases of matter

PS 58. Draw, label, and explain the

components of a water cycle

SI: 1, 3, 5, 6, 9, 10, 12, 21

Activity 5:

Observing the

Water Cycle, p. 8-9

Literacy Strategy:

Student Learning

Log

Literacy Strategy:

SPAWN Writing

Prompt

Activities Specific

Assessment: Pg.

10

Be a Scientist, pp. 60-

61

Explore, p. 53; Quick


p. 59; Math Link, p.

59; Art Link p. 59



Unit 2:

Light, Heat, and Sound


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 2: Light, Heat, and Sound

Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Readings From

Textbook


McGraw-Hill

PS-E-C1: Experimenting

and communicating how

vibrations of objects

produce sound and how

changing the rate of

vibration varies the pitch

PS 28. Explain the relationship

between volume (amplitude) of sound

and energy required to produce the

sound

SI: 6, 7, 10, 12, 13

Activity 1: Sound

and Vibrations,

p. 14, 15, 16

Literacy

Strategy:

Thinking Activity

DR–TA

Literacy

Strategy: Science

Learning Log



89; Math Link, p. 89;

Music Link, p. 89

Unit 2 Lesson 1, pp. 81-

89







PS 29. Compare the rates at which

sound travels through solids, liquids,

and gases

SI: 2, 6, 12, 13, 18

Activity 2: Sound

in Air, Water, and

Solids, p. 16 – 17

BLM: Sound

Mock Lab Data

Table

Literacy

Strategy: Science

Learning Log

Be a Scientist, pp. 90-91


Lab, p. 86; Foldables, p.


Music Link, p. 89

Unit 2 Lesson 1 pp. 81-89








between frequency (rate of vibration)

and pitch

SI: 1, 2, 3, 4, 6, 7, 11, 12, 13, 20

Activity 3: Sound

Pitch, p. 18 – 19

BLM: Four

Question Strategy

Planning Guide

and Answer Sheet

Literacy

Strategy: Science

Learning Log

Activities Specific

Assessment: P 26

Be a Scientist, pp. 90-91




Music Link, p. 89

Unit 2 Lesson 1 pp. 81-89


Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill



McGraw-Hill

PS-E-C2: investigating

and describing how light

travels and what happens

when light strikes an

object (reflection,

refraction, and absorption)

PS 32. Describe how light bends or

refracts when traveling through

various materials (e.g., pencil in a

glass of water)

SI: 10, 12, 13

Activity 4:

Refraction of

Light, p. 19 – 20

Literacy

Strategy: Science

Learning Log

Activities Specific

Assessment: P 26




101; Art Link, p. 101


101





object (reflection,


PS 31. Diagram what happens to

white light as it passes through a

prism

SI: 6, 10, 12

Activity 5:

Separating Light,

p. 20, 21- 22

Literacy

Strategy: Science

Learning Log

Activities Specific

Assessment: P 26




101; Art Link, p. 101


101


Benchmarks

GLEs


Comprehensive

Curriculum Unit 2: Light, Heat, and

Sound

Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill



McGraw-Hill


and describing ways heat

can be produced and

moved from one object to

another by conduction

PS-E-C6: exploring and

describing simple energy

transformations

PS 34. Give examples of ways heat

can be generated through friction

(e.g., rubbing hands)


can be produced by conversion from

other sources of energy

PS 39. Describe energy

transformations (e.g., electricity to

light, friction to heat)

SI: 1, 2, 10, 11, 12, 13, 15

Activity 6: Heat,

p. 22 – 23

Literacy

Strategy:

KWL graphic

organizer

Literacy

Strategy: Science

Learning Log


Lab, p. 109;

Foldables, p. 111;

Writing Link, p. 111;

Art Link, p. 111




151; Health Link, p.

151



p. 121; Writing Link, p.

121; Art Link, p. 121


111; Unit 3 Lesson 2, pp.

142-151


121





object (reflection,


PS 33. Describe how heat energy

moves through a material by

conduction

SI: 1, 2, 3, 4, 5, 8, 10, 11

Activity 7:

Conduction and

Conductors, p. 23

- 24

Focus on Skills, pp.

152-153; Explore, p.

105; Quick Lab, p.

109; Foldables, p. 111;


Art Link, p. 111


111;


Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill



McGraw-Hill

PS-E-C1: experimenting










object (reflection,






object (reflection,



between volume (amplitude) of sound

and energy required to produce the

sound

PS 29. Compare the rates at which

sound travels through solids, liquids,

and gases


between frequency (rate of vibration)

and pitch

PS 31. Diagram what happens to

white light as it passes through a

prism

PS 32. Describe how light bends or

refracts when traveling through

various materials (e.g., pencil in a

glass of water)



conduction










Activity 8:

Concept Review,

p. 25

BLM: Energy

Word Grid

Literacy

Strategy:

Word Grid


Lab, 86; Foldables, p.


Music Link, p. 89

Be a Scientist, 90-91;




101; Art Link, p. 101

Explore, p. 105;

Quick Lab, p. 109;

Foldables, p. 111;


Art Link, p. 111

Explore,p. 115; Quick


p. 121; Writing Link,

p. 121; Art Link, p.

121



101


111


121


Unit 3:

Electricity


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 3: Electricity

Activities

For

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Readings From

Textbook


McGraw-Hill


and describing how

electricity travels in a

circuit



transformations

PS 36. Test and classify materials as

conductors and insulators of

electricity

PS 37. Demonstrate how a complete

circuit is needed for conducting

electricity




SI: 2, 12, 13

Activity 1: Electricity

Basics, p. 29, 30, 31

Literacy Strategy: KWL graphic

organizer

Literacy Strategy: Student Learning Log

Literacy Strategy: Vocabulary Cards

Activity Specific

Assessments: p. 35


141




139; Art link, p. 139;

Explore, p. 115;

Foldables, p.121;


Art Link, p. 121

Explore, p. 143;

Foldables, p.151; Math

Link, p. 151; Health

Link, p. 151


139;

Unit 2 Lesson 4, pp.114-

121


151


and describing ways heat

can be produced and

moved from one object to

another by conduction



transformations



conduction










SI: 2, 3, 12, 21

Activity 2: Heat

from Electricity

(Conduction/Friction),

p. 32 -33

Literacy Strategy: KWL graphic

organizer

Literacy Strategy: Student Learning Log

Activity Specific

Assessments: p. 35


153; Explore, p. 105;

Quick Lab, 109;

Fodables, 111; Writing

Link, p. 111; Art Link p.

111




121 Art Link, p. 121


111;


121;


151


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 3: Electricity

Activities

For

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill



McGraw-Hill

PS-E-B4: describe how

the amount of force needed

to cause and object to

change its motion depends

on the mass of the object

PS 27. Describe how the amount of

force needed to cause an object to

change its motion depends on the

mass of the object

SI: 6, 8, 9, 12

Activity 3: Electromagnet, p.

33




163; Math Link, p. 163


163

SI-E-22: explain and give

examples of how scientific

discoveries have affected

society

PS 22. Explain and give examples

of how scientific discoveries have

affected society

Activity 4:

Electricity’s Role

in the Modern

World

Activity Specific

Assessment: p. 35

The Design Process. pp.

14-15; Health Link, p.

151; Social Studies

Link, p. 261

Reading in Science, pp.

122-123, 154-155, 262-263


Unit 4:

Living Organisms


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 4: Living Organisms

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Science A Closer

Look

McGraw -Hill

Readings From

Textbook

Science A Closer

McGraw-Hill

SI-E-A3: communicating

that observations are made

with one’s senses

SI-E-A4: employing







observations and

experiments

LS-E-B1: observing and

describing the life cycles

of some plants and animals

SI 7. Use the five senses to describe

observations

SI 8: Measure and record length,

temperature, mass, volume, and area in

both metric system and U.S. system

units


appropriate equipment and tools (e.g.,

magnifying lenses, microscopes,

graduated cylinders) and units of

measurement to observe and collect

data





appropriate

LS 47. Sequence stages in the life

cycles of various organisms, including

seed plants

SI: 12, 13

Activity 1: Here We Grow!

Plant Life Cycle, p. 38, 39,

40, 41

BLM: Plant Vocabulary Self

– Awareness Chart

BLM: Lima Bean Growth

Data Table

Literacy Strategy: Vocabulary self-awareness

chart

Literacy Strategy: Student

Learning Logs

Literacy Strategy: Story

Chain

Activity Specific

Assessment: p. 53


213, 309, 371; Quick

Lab, p. 86; Be a

Scientist, pp. 90-91,

102-103


115, 225, 241, 361;

Be A Scientist, pp.

306-307; Focus on

Skills, pp. 28, 29, 50-

51, 112-113, 332-333;

Math Link, p. 27


225, 241, 361; Quick

Lab, p. 179; Be a

Scientist, pp. 60-61,

306-307; Focus on

Skills, pp. 28-29

LS-E-A3: locating and

comparing major plant and

animal structures and their

functions

LS 40. Explain the functions of plant

structures in relation to their ability to

make food through photosynthesis

(e.g., roots, leaves, stems, flowers,

seeds)

SI: 1, 2, 3, 6, 7, 9, 10, 13, 16, 18

Activity 2: Food Factory!

Photosynthesis, p. 41, 42, 43



Learning Logs

Explore, p. 185;

Quick Lab, p. 193;

Foldables, p. 195;


Art Link, p. 195

Unit 4 Lesson 2,

pp. 184-195;

Unit 7 Lesson 1,

pp. 360-367


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 4: Living Organisms

Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook


McGraw-Hill




LS-E-B2: observing,

comparing, and grouping

plants and animals

according to likenesses and

/or differences

LS 45. Identify reproductive structures

in plants and describe the functions of

each

LS 48. Classify examples of plants and

animals based on a variety of criteria

SI: 1, 2, 7, 13

LS: 47

Activity 3:

Identifying Seeds and

Seed Makers, p. 43 –

44

Literary Strategy:

SQPL prompt

Literacy Strategy: Student Learning

Logs

Reading in Science, pp. 222-223; Writing

Link, p. 209


198-209


173-181; Unit 4 Lesson

2, pp. 184-195; Unit 4

Lesson 4, p. 212-221





recording how the

offspring of plants and

animals are similar to their

parents

LS47. Sequence stages in the life

cycles of various organisms, including

seed plants

LS49. Compare similarities and

differences between parents and

offspring in plants and animals

SI: 2, 3, 5, 6, 8, 11, 13, 14, 19, 21

LS: 40

Activity 4: Growing

Seeds, p. 44, 45, 46

BLM: Red Bean

Observation Data

Table

Literary Strategy:

SQPL prompt


Logs

Science Task, p. 235;

Explore, p. 199;

Foldables, p. 209;


Math Link, p. 209



4, pp. 212-221; Unit 5

Lesson 4, pp. 276-285




observations and

experiments

SI-E-B4:developing


observations and

experiments








appropriate

LS 45. Identify reproductive structures

in plants and describe the functions of

each

SI: 7, 9, 11, 13, 17

LS: 43

Activity 5: Reproductive Parts of

a Flower, p. 46 -47


Logs

Literacy Strategy:

SPAWN Writing

Prompt

Activity Specific

Assessment: p. 53


185, 265, 323, 345,

379, 395; Be a

Scientist, pp. 306-307;


28-29, 50-51, 72-73,

112-113, 274-275,

368-369; Art Link,

pp. 71, 101, 111, 121,

195, 273, 385; Science

Task, p. 125


198-209


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 4:

Living Organisms

Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook

Science A

Closer Look

McGraw-Hill

LS-E-A6: recognizing the

food groups necessary to

maintain a healthy body

LS 43. Explain the primary role of

carbohydrates, fats, and proteins in the

body

Activity 6: Beneficial

Plants, p. 47- 48

Literacy Strategy: RAFT

Writing

Literary Strategy: SQPL

prompt


Learning Logs


Lab, p. 193;

Foldables, p. 195;


Art Link, p. 195

Unit 44 Lesson

2, pp. 184-195;

Unit 8 Lesson 1,

pp. 394-401





recording how the



parents

LS 46. Describe how some plants can

be grown from a plant part instead of a

seed

LS 49. Compare similarities and



SI: 1, 2, 3, 4, 10, 13

LS: 45

Activity 7: Producing from

Plant Parts, p. 48 – 49


Learning Logs

Activity Specific

Assessment: p. 53

Quick Lab, p. 220;

Explore p. 199; Quick

Lab, p. 204;

Foldables, p. 209;


Math Link, p. 209

Unit 4 Lesson 3,

pp. 198-209

Unit 4 lesson 3,

pp. 198-209;

Unit 4 Lesson 4,

pp. 212-221




LS 46. Describe how some plants can

be grown from a plant part instead of a

seed

SI: 4, 11, 13, 14

Activity 8: Producing from

Cuttings, p. 49 – 50


Learning Logs

Literary Strategy: SQPL

prompt

Activity Specific

Assessment: p. 53

Quick Lab, p. 220;

Explore p. 199; Quick

Lab, p. 204;

Foldables, p. 209;


Math Link, p. 209

Unit 4 Lesson 3,

pp. 198-209


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 4:

Living Organisms

Activities

From

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook

Science A

Closer Look

McGraw-Hill


recording how the



parents

LS 49. Compare similarities and



SI: 7, 10

LS: 47

Activity 9: Who’s Your

Parent, Who’s Your Baby?

Animal Life Cycle, p. 50

Explore, p. 213;

Foldables, p. 221;


Math Link, p. 221

Unit 4 Lesson 3,

pp. 198-209;

Unit 4 Lesson 4,

pp. 212-221

LS-E-A5: locating major

human body organs and

describing their functions

LS 42. Describe how the organs of the

circulatory and respiratory systems

function

Activity 10: Circulatory

and Respiratory Systems, p.

51- 52

BLM: Circulatory and

Respiratory Vocabulary

Self-Awareness Chart

BLM: Respiratory System

Diagram

BLM: Circulatory System

Diagram

Literacy Strategy: Vocabulary Self –

Awareness

Explore, p. 225;

Foldables, p. 231;


Music Link, p. 231



p. 385; Writing Link,

p. 385; Social Studies

Link, p. 385

Unit 4 Lesson 5,

pp. 224-231;

Unit 7 Lesson 3,

pp. 379-385


Unit 5:

Ecosystems


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 5: Ecosystems

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Science A Closer

Look

McGraw -Hill

Reading From

Textbook


McGraw-Hill

LS-E-C1: examining the

habitats of plants and

animals and determining

how basic needs are met

within each habitat

LS 50. Explain how some organisms in

a given habitat compete for the same

resources

SI: 1, 2, 4, 14, 18

Activity 1: Eco-

competition,

p. 57 -58

BLM: Ecosystem

Vocabulary Self-

Awareness Chart

Literacy Strategy: Student Learning Logs

Literacy Strategy: KWL graphic organizer

Literacy Strategy: Vocabulary Self –

Awareness


248-249

Explore, p. 241;

Quick Lab, p. 243;

Foldables, p. 247;

Writing Link, p.

247; Art Link, p.

247

Explore, p. 265;

Quick Lab, p. 267;

Foldables, p. 273;

Math Link, p. 273;

Art Link, p. 273

Unit 5 Lesson1, pp.

240-247;


264-273





within each habitat

LS-E-C2: describing how

the features of some plants

and animals enable them to

live in specific habitats

LS 51. Describe how organisms can

modify their environment to meet their

needs (e.g., beavers making dams)

LS 52. Describe how some plants and

animals have adapted to their habitats

SI: 10, 11 18

LS: 41, 50

Activity 2: Adaptations, p. 58-59


Activity Specific

Assessment: p. 67

Science Task, p.

289;

Explore, p. 251;

Quick Lab, p. 255;

Foldables, p. 261;

Writing Link, p.

261; Social

Studies Link, p. 261

Explore, p. 379;

Quick Lab, p. 383;


250-261



2, pp. 370-375;


379-385


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 5: Ecosystems

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Science A Closer

Look

McGraw -Hill

Reading From

Textbook


McGraw-Hill

LS-E-C3: observing

animals and plants and

describing interaction or

interdependence

SE-E-A1: understanding

that an “ecosystem” is

made of living and non-

living components

LS 54. Describe the effect of sudden

increases or decreases of one group of

organisms upon other organisms in the

environment

SE 70. Design an ecosystem that

includes living (biotic) and nonliving

(abiotic) components and illustrates

interdependence

SI: 1, 2, 3, 10, 11, 12, 14, 15, 18, 21

LS: 50

Activity 3: Classroom

Ecosystem, p. 59, 60,

61, 62; BLM:

Classroom Terrarium

Observation Sheet;

BLM: Classroom

Aquarium Observation

Sheet; Literacy

Strategy: Graphic

Organizer


Explore, p. 251;

Quick Lab, p. 255;

Foldables, p. 261;

Writing Link, p.

261; Social

Studies, p. 261


250-261


the components of a food

chain

SE 71. Describe and explain food

chains/webs and the directional flow of

energy in various ecosystems (e.g.,

construct a model, drawing, diagram,

graphic organizer)

SE 72. Predict and describe

consequences of the removal of one

component in a balanced ecosystem

(e.g., consumer, herbivores, nonliving

component)

SI: 1, 2, 10, 12

Activity4: Food Chain,

p. 62 – 63


Activity Specific

Assessment: p. 67


264-273


250-261


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 5: Ecosystems

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Science A Closer

Look

McGraw -Hill

Reading From

Textbook


McGraw-Hill


comparing major plant and

animal structures and their

functions





within each habitat


the features of some plants

and animals enable them to

live in specific habitats

LS 41. Describe how parts of animals’

bodies are related to their functions and

survival (e.g., wings/flying, webbed

feet/swimming)

LS 51. Describe how organisms can

modify their

environment to meet their needs (e.g.,

beavers making

dams)

LS 52. Describe how some plants and

animals have

adapted to their habitats

LS 53. Identify the habitat in which

selected organisms would most likely

live and explain how specific structures

help organisms to survive

SI: 10, 11, 12, 18

LS: 47, 50

Activity 5: Researching

Ecosystems, p. 63 – 64

BLM: Louisiana

Ecosystem Research

Sheet

BLM: Louisiana

Animal Research Sheet

Literacy Strategy: RAFT Writing

Quick Lab, p. 225;

Be a Scientist, pp.

286-287; Science

Task, p. 289



3, pp. 379-385


250-261

Unit 5 Lesson, 4 pp.


2, pp. 370-375; Unit 7

Lesson 3, pp. 379-385;



2, pp. 370-375; Unit 7

Lesson 3, pp. 379-385


the components of a food

chain

SE 72. Predict and describe

consequences of the removal of one

component in a balanced ecosystem

(e.g., consumer, herbivores, nonliving

component)

SI: 1, 12, 22

SE: 71

Activity 6: In Balance,

p. 64, 65, 66


Activity Specific

Assessment: p. 67

Explore, p. 251;

Quick Lab, p. 251;

Foldables, p. 261;

Writing Link, p.

261; Social Studies

Link, p. 261


250 -261


Unit 6:

Planet Earth and Its Moon


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 6: Planet Earth and Its Moon

Activities

Form

Comprehensive

Curriculum

Activities From

Textbook

Science A Closer

Look

McGraw -Hill

Reading From

Textbook


McGraw-Hill

ESS-E-A1: understanding

that earth materials are

rocks, minerals, and soils

ESS-E-A5: observing and

communicating that rocks

are composed of various

substances

ESS 63. Demonstrate and explain how

Earth’s surface is changed as a result

of slow and rapid processes (e.g., sand

dunes, canyons, volcanoes,

earthquakes)

SI: 4, 6, 7, 10, 11, 12

Activity 1: The

Ever Changing

Crust, p. 70, 71, 72,

73


Literacy Strategy: Vocabulary Cards


Logs

Explore, p. 309;

Quick Lab, p. 317;

Foldables, p. 319;

Math Link, p. 319;

Social Studies, Link,

p. 319


319




ESS 55. Recognize that sedimentary

rocks are composed of particles that

result from weathering and erosion

(e.g., sandstones, conglomerates)

SI: 7, 8, 9, 10

Activity 2: Rocks

1, p. 73, 74, 75


Logs

Activity Specific

Assessment: p. 91

Explore, p. 295;

Quick Lab, p.303;

Foldables, p. 305;

Social Studies Link,

p. 305; Math Link,

p. 305


305




substances

ESS 62. Classify rocks and minerals

according to texture, color, luster,

hardness, and effervescence

SI: 3, 9, 11, 17, 18, 19

Activity 3:

Minerals, p. 75, 76,

77

Literacy Strategy: Graphic Organizer


Logs


Explore, p. 309;

Quick Lab, p. 317;

Foldables, p. 319;

Math Link, p. 319;

Social Studies, Link,

p. 319


319


Benchmarks

GLEs


Comprehensive

Curriculum


Activities

Form

Comprehensive

Curriculum

Activities From

Textbook

Science A Closer

Look

McGraw -Hill

Reading From

Textbook


McGraw-Hill







substances

ESS 55. Recognize that sedimentary

rocks are composed of particles that

result from weathering and erosion

(e.g., sandstones, conglomerates)

ESS 62. Classify rocks and minerals

according to texture, color, luster,

hardness, and effervescence

SI: 1, 2, 3, 9, 10

Activity 4: Rocks II,

p. 77 – 78


Logs

Literacy Strategy:

Story Chain

Science Task, p.

355

Explore, p. 295;

Foldables, p. 305;

Social Studies

Link, p. 305;

Math Link, p. 305

Explore, p. 309;

Quick Lab, p. 309;

Foldables, p. 319;



319;




ESS 56. Investigate the properties of

soil (e.g., color, texture, capacity to

retain water, ability to support plant

growth)

SI: 1, 2, 4, 10, 13, 17

Activity 5: Properties

of Soil, p. 78, 79, 80

BLM: Soil

Permeability

Sampling

BLM: Soil Sampling


Logs

Explore, p. 62;

Quick Lab, p. 68;

Foldables, p. 71;

Writing Link, p.

71; Art Link, p.

71

Unit 1 Lesson 5, pp. 62-71;


ESS-E-A3: investigating,

observing, and describing

how water changes from

one form to another and

interacts with the

atmosphere

ESS 58. Draw, label, and explain the

components of a water cycle

SI: 1, 2, 4, 7, 10, 11, 18

PS: 38

Activity 6: Water

Cycle, p. 80 – 81


Logs

Explore, p. 323;

Quick Lab, p. 329;

Foldables, p. 331;

Math Link, p. 331;

Music Link, p. 331



Benchmarks

GLEs


Comprehensive

Curriculum


Activities

Form

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook


McGraw-Hill


that approximately three-

fourths of the earth’s

surface is covered with

water and how this

condition affects weather

patterns and climates





interacts with the

atmosphere

ESS 57. Explain how unequal heating

of Earth’s land and water affects

climate and weather by using a model

ESS 59. Measure, chart, and predict

the weather using various instruments

(e.g., thermometer, barometer,

anemometer)

SI: 4, 6, 7, 8, 9, 10, 20

Activity 7:

Weather Station,

p. 81, 82, 83, 84

BLM: Weather

Data Collecting

BLM: How Angle

Spread Sunlight

Data Table

Literacy

Strategy: Student

Learning Logs


333


322-331





interacts with the

atmosphere

ESS 60. Identify various types of

weather-related natural hazards and

effects (e.g., lightning, storms)

ESS 61. Identify safety measures

applicable to natural hazards

SI: 10, 12

Activity 8: Weather

Phenomena and

Safety, p. 84

Literacy

Strategy: Brainstorm



319; Math Link, p. 319;

Social Studies, p. 319


308-319

Reading in Science, pp.

320-321


Benchmarks

GLEs


Comprehensive

Curriculum


Activities

Form

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook


McGraw-Hill

ESS-E-B2: demonstrating

how the relationship of the

earth, moon, and sun

causes eclipse and moon

phases

ESS-E-B4: modeling

changes that occur because

of the rotation of the earth

(alternation of night and

day) and the revolution of

the earth around the sun

ESS 66. Diagram the movement of

the Moon around Earth and the

movement of Earth around the Sun

ESS 68. Identify the relationship

between Earth’s tilt and revolution

and the seasons

SI: 1, 2, 3, 4, 11, 18

Activity 9: Earth’s

Motions:

Day/Night and the

Seasons, p. 85 – 86


Logs

Activity Specific

Assessment: p. 91



p. 341; Math, p. 341;

Art Link, p. 341




351; Art Link, p. 351


341;


351





phases

ESS-E-B3: observing and

recording the changing

appearances and positions

of the moon in the sky at

night and determining the

monthly patterns of lunar

change

ESS 64. Describe and sequence the

phases of the Moon and eclipses




ESS 67. Explain the changing

appearance of the Moon and its

location in the sky over the course of

a month

SI: 1, 2, 4, 10

Activity 10: Phases

of the Moon, p. 86,

87, 88, 89

BLM: Blank Moon

Calendar

BLM: Moon

Phases

Activity Specific

Assessment: p. 91



p. 341; Math, p. 341;

Art Link, p. 341




351; Art Link, p. 351


351


341


Benchmarks

GLEs


Comprehensive

Curriculum


Activities

Form

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook


McGraw-Hill





phases

ESS-E-B3: observing and

recording the changing

appearances and positions

of the moon in the sky at

night and determining the

monthly patterns of lunar

change

ESS 64. Describe and sequence the

phases of the Moon and eclipses

ESS 65. Compare a solar and a lunar

eclipse




ESS 67. Explain the changing

appearance of the Moon and its

location in the sky over the course of

a month

Activity 11:

Eclipses, p. 89 – 90


Learning Logs

Activity Specific

Assessment: p. 91



p. 341; Math, p. 341;

Art Link, p. 341




351; Art Link, p. 351


351


341

ESS-E-B6: understanding

that knowledge of the earth

as well as of the universe

is gained through space

explorations

ESS 69. Explain how technology has

improved our knowledge of the

universe (e.g., Hubble telescope,

space stations, lunar exploration)

SI: 11

Activity 12: From

Telescopes to

Space Probes, p. 90


Logs

Reading in Science pp.

352-353


Unit 7:

Structure and Form of Living

Things


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 7: Structure and Form of

Living Things

Activities

Form

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook


McGraw-Hill


comparing major plant

and animal structures and

their functions

LS 40. Explain the functions of

plant structures in relation to their

ability to make food through

photosynthesis (e.g., roots, leaves,

stems, flowers, seeds)

SI: 1, 2, 3, 4, 5, 7, 9, 10, 11, 12, 13,

18

Activity 1: The Parts

of a Plant, p. 94, 95,

96, 97

BLM: Amazing Plant

Parts Research Sheet


Activity Specific

Assessment: p. 103

Explore, p. 185;

Quick Lab, p. 193;

Foldables, p. 195;


Art Link, p. 195



p. 367;



360-367


comparing major plant

and animal structures and

their functions


the features of some

plants and animals enable

them to live in specific

habitats

LS 40. Explain the functions of

plant structures in relation to their

ability to make food through

photosynthesis (e.g., roots, leaves,

stems, flowers, seeds)

LS 52. Describe how some plants

and animals have



selected organisms would most

likely live and explain how specific

structures help organisms to survive

SI: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12,

13, 18

Activity 2: Plant

Structures/Adaptations,

p. 97, 98, 99

BLM: Plant

Adaptation Brochure


Literacy Strategy: RAFT Writing

Activity Specific

Assessment: p. 103


287; Science Task, p.

289

Explore, p. 185;

Quick Lab, p. 193;

Foldables, p. 195;


Art Link, p. 195

Explore, p. 371;

Quick Lab, p. 373;

Foldables, p. 375;

Math Link, p. 375;

Art Link, p. 375



360-367




3, 379-385;


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 7: Structure and Form of

Living Things

Activities

Form

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook


McGraw-Hill


the features of some

plants and animals enable

them to live in specific

habitats

LS 52. Describe how some plants

and animals have



selected organisms would most

likely live and explain how specific

structures help organisms to survive

SI: 1, 2, 3, 7, 10, 11, 13, 18

LS: 41

Activity 3: Animal

Adaptations, p. 99,

100, 101

BLM: Bird Beaks and

Feet


Literacy Strategy:

Split Page Note taking

Activity Specific

Assessment: p. 103

Explore, p. 371;

Quick Lab, p. 373;

Foldables, p. 375;

Math Link, p. 375;

Art Link, p. 375




285; Social Studies

Link, p. 285




3, 379-385;


Unit 8:

Foods and Nutrition


Benchmarks

GLEs


Comprehensive

Curriculum

Unit 8: Food and Nutrition

Activities

Form

Comprehensive

Curriculum

Activities From

Textbook


McGraw -Hill

Reading From

Textbook


McGraw-Hill




observations and

experiments

SI-E-B4: developing




graphs, charts, tables, concept

maps, and oral and written

explanations as appropriate

SI: 1, 2, 11

Activity 1: Diet Diary, p.

106, 107


Learning Logs

Explore, pp. 41, 173, 185, 265,

323, 345, 379, 395, Be a


on Skills, pp. 28-29, 50-51, 72-

73, 112-113, 274-275, 368-369;

Art Link, pp. 71, 101, 111, 121,

195, 273, 385; Science Task, p.

125




observations and

experiments

SI 11. Combine information, data,

and knowledge from one or more

of the science content areas to

reach a conclusion or make a

prediction

SI: 10

Activity 2: My Pyramid

Guide, p. 107

BLM: My Pyramid Guide

BLM: My Pyramid for

Kids Worksheet


Learning Logs

Activity Specific

Assessment: p. 111

Explore, pp. 81, 105, 157, 251,

265, 323, 379, 395: Quick Lab,

p. 119; Focus on Skills, pp.

332-333; Art Link, p. 59;





LS 44. Analyze food labels to

compare nutritional content of

foods (e.g., amounts of

carbohydrates, fats, proteins)

SI: 1, 10, 11

Activity 3: Why is the

Nutritional Food Label

Important, p. 107, 108

BLM: Nutritional Food

Label Activity Specific

Assessment: p. 111

Quick Lab, p. 193; Science

Task, p. 405; Explore, p. 395;

Quick Lab, p. 399; Foldables,

p. 401; Math Link, p. 401; Art

Link, p. 401


401;




LS 43. Explain the primary role of

carbohydrates, fats, and proteins in

the body

LS 44. Analyze food labels to

compare nutritional content of

foods (e.g., amounts of

carbohydrates, fats, proteins)

SI: 1- 4, 6, 7, 9-15, 21

Activity 4: What’s In The

Food, p. 108, 109, 110, 111

BLM: My Pyramid Guide


Learning Logs

Quick Lab, p. 193; Science

Task, p. 405; Explore, p. 395;

Quick Lab, p. 399; Foldables,

p. 401; Math Link, p. 401; Art

Link, p. 401

Quick Lab p. 193; Science

Task p. 405

Unit 8, Lesson 1, pp.

394-401

grade 4 science - jefferson parish public school...

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