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Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 1
OKALOOSA COUNTY SCHOOL DISTRICT
SCIENCE CURRICULUM GUIDE
FOURTH GRADE
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 2
CONTENTS
Mission Statement ...........................................................................................................................................................................................................3
Suggestions for Implementing Curriculum Guides ..................................................................................................................................................3
Florida Department of Education ∞ Office of Math and Science Essential Website .....................................................................................4
OCSD Curriculum and Pacing Guide ∞ Overview.................................................................................................................................................4
Cognitive Complexity/Depth of Knowledge Rating for Science ............................................................................................................................6
Assessment Options .......................................................................................................................................................................................................7
4th Grade Science Standards........................................................................................................................................................................................8
Quarterly Benchmarks....................................................................................................................................................................................................9
Yearlong Benchmarks ................................................................................................................................................................................................. 12
Reading Standards for Informational Text K–5 ..................................................................................................................................................... 13
Writing Standards K–5 ................................................................................................................................................................................................ 14
Production and Distribution of Writing ..................................................................................................................................................................... 14
Research to Build and Present Knowledge ............................................................................................................................................................ 15
Range of Writing ........................................................................................................................................................................................................... 15
Grade-level Curriculum Guide ................................................................................................................................................................................... 17
Quarter 1....................................................................................................................................................................17
Quarter 2....................................................................................................................................................................24
Quarter 3....................................................................................................................................................................31
Quarter 4....................................................................................................................................................................36
NetTrekker Addendum ................................................................................................................................................................................................ 44
Textbook Correlation to Florida Science Standards ............................................................................................................................................. 49
Science Resources Guide .......................................................................................................................................................................................... 54
Science Literature by Grade Level with Benchmarks .................................................................................................................................................. 55
Research ........................................................................................................................................................................................................................ 69
5 Questions to Deeper Understanding .................................................................................................................................................................... 70
Standards-Based Instruction...................................................................................................................................................................................... 71
Backward by Design .................................................................................................................................................................................................... 71
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Mission Statement
Develop the highest quality science instruction and maximize student achievement by aligning grade-level benchmarks to
appropriate instructional practices, materials, resources, and pacing.
Suggestions for Implementing Curriculum Guides
The role of the teacher is to: Teach students the Next Generation Standards as dictated by state law for their grade level.
Provide learning-rich classroom activities that teach the benchmarks in depth.
Enhance the curriculum by using resources and instructional technology.
Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.
Regularly administer assessment to include higher-level questions and performance task assessment.
In addition, teachers should: Collaborate with other grade-level teachers to maximize school resources and teacher expertise.
Consult with other grade levels to define absolute skill goals for each grade level.
Document questions and suggestions for improvement of the Curriculum Guide.
Integrate science into math and reading curriculum.
Consider applying for a grant to support project-based learning for their school.
Visit the Okaloosa Science Central Website at: http://www.okaloosa.k12.fl.us/science
Days allotted to each benchmark are approximate and have been suggested based on the level of the
complexity of the benchmark. To insure benchmarks are taught to mastery and completed by the conclusion of
the school year, it is recommended that teachers not veer significantly from the suggested pacing.
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Florida Department of Education ∞ Office of Math and Science Essential Website
Next Generation Sunshine State Standards:
http://www.floridastandards.org/homepage/index.aspx
OCSD Curriculum and Pacing Guide ∞ Overview
This document provides a science curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality
instruction for each nine-week period.
Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing
teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.
Description: The OCSD Science Curriculum Guide specifies the science content to be covered within each nine-week instructional period.
Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their
students or school needs.
Top Block – Big Idea and Essential Questions
Identifies the Big Idea and the components of the Big Idea. Lists the Essential Questions addressed in the sections Benchmarks.
Column One – Benchmark/Text Alignment
Lists the specific Benchmark by number and states the Benchmark. Cites the Houghton Mifflin Harcourt Florida Science Fusion pages that
correlate to the Benchmark.
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Column Two – FCAT Info
Serves as a placeholder for future FCAT information; to include content limits, complexity, assessment status, and crosswalk correlation.
Column Three – Additional Resources/Activities
Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.
Column Four – Literacy Connection/Vocabulary/Reading
Lists specific literary resources, vocabulary words, and other books or stories connected to the Benchmark goals.
Column Five – Open: Specific to Teacher/Grade/Subject/School
Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs.
Of note:
Benchmarks drive instructional decisions; the text is a resource
Results of assessment are used to adjust and revise instruction
Hands-on science labs are an essential component of the science curriculum
The inquiry process must be embedded within every big/supporting idea
NOTE:
Addendums to this curriculum guide, as well as additional information/forms (i.e. elementary lab templates) will be posted at
http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.
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Cognitive Complexity/Depth of Knowledge Rating for Science
Florida’s revised science standards emphasize teaching and learning the most important K-12 science concepts in depth at each grade level. After adoption of the new science standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-
STEM) at Florida State University convened a group of Florida science teachers, district math supervisors, and science education faculty, and
scientists to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge”
system developed by Dr. Norman Webb at the University of Wisconsin.
Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999) reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand,
analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels:
Low Complexity
Science low complexity items rely heavily on the recall and recognition of previously learned concepts and principles. Items typically specify
what the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up
with an original method or solution. Skills required to respond correctly to a low complexity item might include the following.
Identify a common example or recognize a concept
Retrieve information from a chart, table, diagram, or graph
Recognize a standard scientific representation of a simple phenomenon
Calculate or complete a familiar single-step procedure or equation using a reference sheet
Moderate Complexity
Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They
require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do – using informal methods of reasoning and problem solving strategies – and to bring together skill and
knowledge from various domains. Skills required to respond correctly to moderate complexity items might include the following.
Apply or infer relationships among facts, terms, properties, or variables
Describe examples and non examples of scientific processes or concepts
Predict or determine the logical next step or outcome
Compare or contrast structures or functions of different organisms or systems
Choose the appropriate formula or equation to solve a problem and then solve it
Apply and use concepts from a standard scientific model or theory
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High Complexity
High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis,
judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps.
Skills required to respond to high complexity items might include the following.
Construct models for research
Generalize or draw conclusions
Design an experiment, given data and condition
Explain or solve a problem in more than one way
Provide a justification for steps in a solution or process
Analyze an experiment to identify a flaw and propose a method for correcting it
Interpret, explain, or solve a problem involving complex spatial relationships
Predict a long term effect, outcome, or result of a change within a system
Assessment Options Formative
o Unit Benchmark Practice Test
Progress Monitoring
o Lesson Quizzes
Summative
o Unit Benchmark Test
o Unit Performance Task
Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research.
Source: Cognitive Complexity Classification of FCAT SSS Test Items, July, 2006 and revised January, 2008; Florida Department of Education.
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4th
Grade Science Standards
Big Idea 1 – The Practice of Science
Big Idea 2 – The Characteristics of Scientific Knowledge
Big Idea 3 – The Role of Theories, Laws, Hypotheses, and Models
Big Idea 5 – Earth in Space and Time
Big Idea 6 – Earth Structures
Big Idea 8 – Properties of Matter
Big Idea 9 – Changes in Matter
Big Idea 10 – Forms of Energy
Big Idea 11 – Energy Transfer and Transformations
Big Idea 12 – Motion of Objects
Big Idea 16 – Heredity and Reproduction
Big Idea 17 – Interdependence.
The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level,
so the numbering scheme is not consecutive for each grade level.
Benchmark Coding Scheme
SC. 4. N. 1. 1
Subject Grade Level Body of
Knowledge Big Idea Benchmark
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Quarterly Benchmarks
Quarter 1 Quarter 2
Benchmark Description Benchmark Description
SC.4.N.1.1
SC.4.N.1.2 SC.4.N.1.3 SC.4.N.1.4 SC.4.N.1.5 SC.4.N.1.6
SC.4.N.1.7 SC.4.N.1.8
(Integrated)
Moderate-High 10-12 days
Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.
Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence.
Attempt reasonable answers to scientific questions and cite evidence in support.
Compare the methods and results of investigations done by other classmates.
Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
Recognize and explain that scientists base their explanations on evidence.
Recognize that science involves creativity in designing experiments.
SC.4.E.6.1 Low
3-5 days
Identify the three categories of rocks: igneous (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
SC.4.E.6.2 Moderate 4-6 days
Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
SC.4.E.6.3 Moderate 3-5 days
Recognize that humans need resources found on Earth and that these are either renewable or non-renewable.
SC.4.E.6.4 Moderate 3-5 days
Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants and erosion (movement of rock by gravity, wind, water, and ice).
SC.4.E.6.5 High
(Integrated)
Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.
SC.4.E.6.6 Low
1-2 days
Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
SC.4.P.8.1 Moderate 6-8 days
Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.
SC.4.P.8.2 Low
1-2 days Identify properties and common uses of water in each of its states.
SC.4.N.2.1 Moderate
1 day Explain that science focuses solely on the natural world.
SC.4.P.8.3 Moderate 4-6 days
Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.
Quarter 1 continued next page SC.4.P.8.4
High 6-8 days
Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.
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Quarter 1 continued
Benchmark Description
SC.4.N.3.1 Moderate 2-3 days
Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
SC.4.E.5.1 High
3-5 days
Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
SC.4.E.5.2 Moderate 3-5 days
Describe the changes in the observable shape of the moon over the course of about a month.
SC.4.E.5.3 Moderate
1 day
Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
SC.4.E.5.4 High
1-2 days
Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
SC.4.E.5.5 High
4-6 days
Investigate and report the effects of space research and exploration on the economy and culture of Florida.
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Quarter 3 Quarter 4
Benchmark Description Benchmark Description
SC.4.P.9.1 Low
2-3 days
Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.
SC.4.P.12.1 Low
3-4 days
Recognize that an object in motion always changes its position and may change its direction.
SC.4.P.10.1 Moderate 6-8 days
Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
SC.4.P.12.2 Moderate 3-5 days
Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.
SC.4.P.10.2 Moderate 6-8 days
Investigate and describe that energy has the ability to cause motion or create change.
SC.4.L.16.2 High
2-4 days
Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
SC.4.P.10.3 High
4-6 days
Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.
SC.4.L.16.1 Moderate 2-4 days
Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
SC.4.P.10.4 Moderate 6-8 days
Describe how moving water and air are sources of energy and can be used to move things.
SC.4.L.16.3 High
2-3 days
Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.P.11.1 Low
2-3 days
Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
SC.4.L.16.4 Moderate 4-8 days
Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seed-bearing plants.
SC.4.P.11.2 Low
2-3 days Identify common materials that conduct heat well or poorly.
SC.4.L.17.1 Moderate 2-4 days
Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
SC.4.L.17.2
Moderate 2-4 days
Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
SC.4.L.17.3
Moderate 2-4 days
Trace the flow of energy from the sun as it is transferred along the food chain through the producers to the consumers.
SC.4.L.17.4
High 3-5 days
Recognize ways plants and animals including humans, can impact the environment.
HE.4.C.1.6 Identify the human body parts and organs that work together to form healthy body systems.
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Yearlong Benchmarks
Yearlong Benchmarks
LACC.4.SL.1.1
Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussion prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussion and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the
discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
LACC.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
LACC.4.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
LACC.4.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text [e.g., a character’s thoughts, words, or actions]”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support
particular points in a text”).
LACC.4.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
MACC.4.MD.1.1
Know relative sizes of measurement units within on system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2,24), (3,36),…
MACC.4.MD.2.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 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.
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Reading Standards for Informational Text K–5
Grade 4 Students
Key Ideas and Details
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Craft and Structure
4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Integration of Knowledge and Ideas
7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
8. Explain how an author uses reasons and evidence to support particular points in a text.
9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledge ably.
Range of Reading and Level of Text Complexity
10. By the end of year, read and comprehend informational texts, including history/social studies, science, and
technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
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Writing Standards K–5
Grade 4 Students
Text Types and Purposes
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, s tate an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details .. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
b) Develop the topic with facts, definitions, concrete details, quotations, or other in formation and examples related to the topic.
c) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d.Use precise
language and domain-specific vocabulary to inform about or explain the topic.
d) Provide a concluding statement or section related to the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and cle ar event
sequences.
a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally.
b) Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c) Use a variety of transitional words and phrases to manage the sequence of events.
d) Use concrete words and phrases and sensory details to convey experiences and events precisely.
e) Provide a conclusion that follows from the narrated experiences or events
Production and Distribution of
Writing
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single s itting.
Research to Build and Present
Knowledge
7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
o
8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information, and provide a list of sources.
o
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a) Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing
on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
b) Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support
particular points in a text”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
Standard 10, “Range, Quality and Complexity of Text,” will be implemented through all grades K-12 with professional development offered across the school year to support this standard.
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Science Related Standards/Benchmarks
LACC.4.W.3 LACC.4.W.3.8
Research to Build and Present Knowledge Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.
LACC.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
LACC.4.SL.1.1 LACC.4.SL.1.1
Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
MACC.4.MD MACC.4.MD.1 MACC.4.MD.1.1
Measure and Data Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes and measurement units within one system of units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example: know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number of parts (1,12), (2, 24), (3, 36), …
MACC.4.MD.2 MACC.4.MD.2.4
Represent and Interpret Data Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 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.
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Grade-level Curriculum Guide
Quarter 1
Big Idea 1: The Practice of Science A. Scientific inquiry is a multifaceted activity: the processes of science include the formulation of scientifically investigable questions, construction of
investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method". C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validati on of scientific knowledge. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science
require creativity in its methods and processes but also in its questions and explanations.
Essential Questions:
Why do we conduct experiments?
How do we conduct investigations and generate explanations based on the evidence?
How do we use tools and observations to compile evidence?
Why is it important to compare results and repeat experiments?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs,
other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.1.2 Compare the observations made by different groups using
Moderate to high complexity Give Lesson Quiz after instruction of each lesson #s 1-4 (Progress Monitoring) After completion of Big Ideas 1-3 give Unit 1 Benchmark practice Test (Formative-Recommended only for use in student conferencing prior to Unit Test) Then Unit 1 Benchmark Test (Summative)
www.brainpop.com Keyword: scientific method
Any Bill Nye video on United Streaming Daily Science Journal Writing throughout science units Whole class discussions on the natural world www.thinkcentral.com http://school.discoveryeducation.com/lessonplans/programs/tlc-dinosaurs/
Discovering Dinosaurs http://www.sciencenetlinks.com/lessons.php?BenchmarkID=1&DocID=420
Sensing Energy See NetTrekker Addendum for additional resources
Literature: McMillan /McGraw Hill Basal Reading Series:
“Putting Together the Pieces of the Puzzle” (38)
“The Gold Rush Game” (667)
Vocabulary:
observe classify estimate measure infer
predict hypothesis collect data interpret data investigate
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multiple tools and seek reasons to explain the differences across groups. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments.
Teacher led hands-on activities to demonstrate the scientific process (eg. for understanding scientific observation and recording data, activity could be observing onion skins under a microscope and recording data; for understanding variables, activity could be changing the incline of a track to see how it affects the distance a marble travels).
experiment identify variable
communicate scientist science observation investigation
hypothesis inference microscope pan balance
spring scale
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Science Fusion Text Unit 1 Lessons 1-4
Also reference directed inquiry and guided inquiry investigations in each chapter.
Big Idea 2: The Characteristics of Scientific Knowledge A. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding
of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B. Scientific knowledge is durable and robust, but open to change. C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, metho ds, and knowledge of
science include subjectivity, as well as creativity and discovery. Essential Question
What is the focus of science?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs, other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary Reading
Open: Specific to
teacher, grade, subject, school
SC.4.N.2.1 Explain that science focuses solely on the natural world. Science Fusion Text Unit 1, Lessons 1-4 Also reference directed inquiry and guided inquiry investigations in each chapter.
Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 1-3 give Unit 1 Benchmark practice Test (Formative -Recommended only for use in student conferencing prior to Unit Test) Then Unit 1 Benchmark Test (Summative)
www.brainpop.com Keyword: science project
AIMS:
Finding Your Bearings “Drift Apart” (19) Daily Science Journal Writing throughout science units Whole class discussions on the natural world www.thinkcentral.com
Literature: McMillan /McGraw Hill Basal
Reading Series:
“Let it Snow” (376) “Exploring the Undersea
Territory” (596) “Meet the Inventors” (242) Vocabulary: evidence observation data
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 20
Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.
Essential Question:
What are the different types of models used in scientific investigations?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs,
other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. Science Fusion Text
Unit 1, Lesson 5-6 Also reference directed inquiry and guided inquiry investigations in each chapter.
Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 1-3 give Unit 1 Benchmark practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 1 Benchmark Test (Summative)
Picture Perfect Science: Chapter 20 “Brainstorms: From Idea to Invention” (279) See all directed, guided, and independent inquiry investigations for the different benchmarks. Digging Into FCAT Science: “3D Models of Plant and Animal Cells” (76) Digging Into FCAT Science: “Volcanoes” (106) http://www.seed.slb.com/en/scictr/lab/index_virtual.htm
Computer models of a variety of science topics www.thinkcentral.com See NetTrekker Addendum for additional resources
Literature: McMillan /McGraw Hill Basal Reading Series:
“The Gold Rush Game” (667) “He Made the World Brighter”
(222) Additional Titles: Imaginative Inventions by
Charise Harper
Girls Think of Everything: Women Inventors by Catherine Thimmesh
Vocabulary: model
two-dimensional three-dimensional hypothesis replica
animation computer model
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 21
Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of o ur Solar System.
Essential Questions:
How are the movements of the Earth, Sun, moon and stars interrelated?
What are the phases of the moon?
How do the patterns of the stars differ among the seasons?
How does space research and exploration affect the economy of Florida?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs,
other assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. Science Fusion Text
Unit 2, Lesson 1
High complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 5 give Unit 2 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 2 Benchmark Test (Summative)
Digging Into FCAT Science: “How does the moon move?” (60) www.nightsky.jpl.nasa.gov www.stardate.org/nightsky www.kidcosmos.org www.thinkcentral.com See NetTrekker Addendum for additional resources Emerald Coast Science Center Planetarium http://www.ecscience.org/
Literature for ALL BENCHMARKS: Scott Foresman Leveled Readers: Below Level: Earth’s Cycles On-Level: Earth in Motion Advanced: Eclipse
McMillan /McGraw Hill Basal Reading Series:
“Astronaut and the Onion” (82)
“The Solar System” (102) Additional Titles:
Star Tales: North American Indian Stories about the Stars by Gretchen Will Mayo
The Night Sky by Carole Stott Galileo by Leonard Fisher Vocabulary: axis rotation revolution
orbit ellipse eclipse lunar eclipse
solar eclipse constellation
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 22
SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month. Science Fusion Text
Unit 2, Lesson 3
Moderate complexity Picture Perfect Science Lessons: “The Changing Moon” from Chapter 17
www.brainpop.com
Keyword: moon www.brainpop.com
Keyword: earth www.thinkcentral.com See NetTrekker Addendum for additional resources
Vocabulary: eclipse
lunar eclipse solar eclipse constellation moon phases telescope
SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. Science Fusion Text
Unit 2, Lesson 1-2
Moderate complexity. www.windows.ucar.edu Windows to the Universe
www.brainpop.com
Keyword: earth www.thinkcentral.com http://www.classzone.com/books/earth_science/terc/content/visualizations/es0408/es0408page01.cfm?chapter_no=04
Explore Earth’s Yearly Revolution http://www.eyeonthesky.org/lessonplans/05sun_daynight.html
Lesson Plan: Day and Night See NetTrekker Addendum for additional resources
Vocabulary:
axis rotation revolution orbit ellipse
gravity
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. Science Fusion Text
Unit 2, Lesson 1-2
High complexity Full Inquiry: “How does payload affect the distance a model rocket can travel?” (572-573) (From Scott Foresman science text)
www.nasa.gov www.brainpop.com
Keyword: International Space Station www.thinkcentral.com http://daphne.palomar.edu/jthorngren/tutorial.htm
Animation and Information on the Earth’s rotation and revolution around the Sun.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 23
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.lp_superstar/
Our Super Star http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.riseset/
Observe Sunrise and Sunset See NetTrekker Addendum for additional resources
SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida. Science Fusion Text
Unit 2, Lesson 4
High complexity www.thinkcentral.com www.nasa.gov http://www.spaceag.org/ See NetTrekker Addendum for additional resources
Vocabulary:
telescope space probe
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 24
Quarter 2
Big Idea 6: Earth Structures Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuousl y altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s water and natural resources.
Essential Questions:
What are the three categories of rocks?
What are the physical properties of common earth-forming minerals?
What are the differences between physical weathering and erosion?
How do technology and tools extend our ability to observe?
What renewable and nonrenewable resources are found in Florida?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs,
other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). Science Fusion Text
Unit 3, Lesson 4
Low complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 6 give Unit 3 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 3 Benchmark Test (Summative)
www.brainpop.com Keyword: types of rock
www.kidsearth.nasa.gov www.extremescience.com www.thinkcentral.com http://www.rocksforkids.com/
Rocks for Kids www.youtube.com Mr. Lee’s Rock Cycle Rap Directed Inquiry:
“How can you classify rocks and minerals?” (Scott Foresman Text, page 236)
Digging Into FCAT Science: “Uniquely Classy Rocks” (46) See NetTrekker Addendum for additional resources
Literature for ALL BENCHMARKS:
Scott Foresman Leveled Readers: Below Level: Minerals
and Rocks On-Level: Rocks and
Minerals Advanced: Fossil
Detectives
Scott Foresman Leveled Readers: Below Level: Changes to
the Earth’s Surface On-Level: The Changing
Surface of the Earth Advanced: Ice!
Scott Foresman Leveled Readers: Below Level: Using
Natural Resources On-Level: Resources Advanced: Wind Power
McMillan /McGraw Hill Basal Reading Series: “The Power of Oil” (474)
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 25
“Caves” (146) Additional Titles: The Big Wave by Pearl S.
Buck
The Great Kapok Tree by Lynn Cherry
River Ran Wild by Lynn Cherry
Grand Canyon: A Trail through Time by Linda Vieira
Glaciers by Roy Gallant
Caves by Neil Morris Oil Spill by Melvin Berger Vocabulary:
sediment sedimentary rocks fossil igneous rock
metamorphic rocks rock rock cycle
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. Science Fusion Text
Unit 3, Lesson 2-3
Moderate complexity www.brainpop.com Keyword: mineral identification
www.kidsearth.nasa.gov www.extremescience.com www.thinkcentral.com http://www.rocksforkids.com/
Rocks for Kids Guided Inquiry:
“What properties can you use to identify minerals?” (From Scott Foresman Text)
See NetTrekker Addendum for additional resources
Vocabulary: minerals
luster
SC.4.E.6.3 Recognize that humans need resources found on
Moderate complexity www.brainpop.com Keywords: fossil fuels, humans and the environment, natural resources
Vocabulary: solar energy
humus
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 26
Earth and that these are either renewable or nonrenewable. Science Fusion Text
Unit 3, Lesson 3
www.thinkcentral.com http://www.rocksforkids.com/
Rocks for Kids http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.lp_recycle/
Recycling and Compost Picture Perfect Science: Chapter 13: “Oil Spill” (169) Digging Into FCAT Science: “Oil Spill, Oh My!” (30) See NetTrekker Addendum for additional resources
solar cells ore fossil fuels
petroleum conservation recycling resources renewable resources
nonrenewable resources
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). Science Fusion Text
Unit 3, Lesson 1
Moderate complexity www.brainpop.com Keyword: weathering, erosion
www.kidsearth.nasa.gov www.extremescience.com www.thinkcentral.com Video:
Magic School Bus Blows Its Top Directed Inquiry:
“How can you observe a mineral wear away?” (260) (From Scott Foresman Text)
Digging Into FCAT Science: “Candy Bar Experiment” (52) and “Lava Flows” (54) See NetTrekker Addendum for additional resources
Vocabulary: landforms weathering erosion
deposition landslide sediment Literature:
SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.
www.thinkcentral.com See NetTrekker Addendum for additional resources.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 27
Science Fusion Text Unit 2, Lesson 4 Unit 3, Lesson 5
SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). Science Fusion Text
Unit 3, Lesson 5
Low complexity Florida Social Studies Text, Chapter 1 http://fcit.usf/florida/lessons
Florida Then and Now: “Florida Land Then and Now”, and “Florida Water Then and Now”
www.usgs.gov
Science in Your Backyard www.dep.state.fl.us
Florida Geological Survey www.thinkcentral.com See NetTrekker Addendum for additional resources
Vocabulary: solar energy humus solar cells
ore fossil fuels petroleum conservation recycling
resource renewable resources nonrenewable resources
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 28
Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the
other hand, is the measure of force of attraction (gravitational force) between an object and Earth. C. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar te rm of "weight" is
recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
Essential Questions:
What are the properties and uses of water in each of its states?
What is the Law of Conservation of Mass?
How are physical properties used to measure and compare objects?
What is the property of magnetism and how is it used?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs,
other assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. Science Fusion Text
Unit 4, Lessons 1,2, 5
Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 8 give Unit 4 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 4 Benchmark Test (Summative)
www.brainpop.com Keyword: matter
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=285
Does Soap Float?: Lesson Plan Directed Inquiry
“What properties cause liquid to form layers?” (316) Digging Into FCAT Science:
“Physical Properties” (7-8) “Mixing Up Mixtures and Solutions” (10) United Streaming:
Mythbusters Episode: States of Matter See NetTrekker Addendum for additional resources
Literature for ALL BENCHMARKS: Scott Foresman Leveled
Readers: Below Level: Properties of
Matter On-Level: Matter’s
Properties Advanced: Lighter Than Air
Scott Foresman Leveled Readers: Below Level: Electricity and
Magnetism On-Level: Electric and
Magnetic Power Advanced: Poles Apart
McMillan /McGraw Hill Basal Reading Series:
“The History of Gold” (682) Additional Titles: Eye Wonder Science Series:
Magnets
Bartholomew and the Oobleck by Dr. Seuss
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 29
Vocabulary: change of state
solid liquid gas matter
density mass volume mixture solution
solute solvent solubility physical properties magnet / magnetic
SC.4.P.8.2 Identify properties and common uses of water in each of its states. Science Fusion Text
Unit 4, Lesson 4
Low complexity www.brainpop.com Keyword: states of matter
www.thinkcentral.com http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.waterphases/
Water Phases Slideshow Caldecott Collections to Science “State of Matter” www.brainpop.com
Keyword: Law of Conservation of Mass See NetTrekker Addendum for additional resources
Vocabulary:
change of state solid liquid gas
Matter Physical properties Evaporation Condensation base
SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.
Moderate complexity
AIMS:
Jawbreakers and Heart Thumpers “By Golly, By Gum” www.aimsedu.org www.thinkcentral.com Digging Into FCAT Science: “What can you do with a fruit
Vocabulary: density
mass volume Conservation Law
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 30
Science Fusion Text Unit 4, Lesson 3
bar?” (8) See NetTrekker Addendum for additional resources
SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. Science Fusion Text
Unit 4, Lesson 5-6
High complexity
www.brainpop.com
Keyword: magnets www.thinkcentral.com AIMS:
Mostly Magnets “Stick To It” (1) www.aimsedu.org See NetTrekker Addendum for additional resources Guided Inquiry
“What is an Electromagnet?” (394) (From Scott Foresman Text)
Vocabulary:
magnetism magnetic field magnet magnetic poles electromagnet
motor
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 31
Quarter 3
Big Idea 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.
Essential Question:
What are changes in materials that result in other materials with different characteristics?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs,
other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. Science Fusion Text (Unit 5, Lesson 1-2)
Low complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 9 give Unit 5 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 5 Benchmark Test (Summative)
Guided Inquiry: “How can you change the properties of glue?” (Scott Foresman Text 338-339)
Picture Perfect Science Lessons by NSTA
Chapter 16: Chemical Change Café (215) www.thinkcentral.com See NetTrekker Addendum for additional resources
Literature: Scott Foresman Leveled
Readers: Below Level: Properties
of Matter On-Level: Matter’s
Properties Advanced: Lighter Than
Air McMillan /McGraw Hill Basal
Reading Series: “The History of Gold”
(682) Vocabulary: physical change
chemical change
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 32
Big Idea 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.
Essential Questions:
What are the basic forms of energy?
How does energy cause motion and create change?
How is sound produced?
How are moving water and air used as sources of energy?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs,
other assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. Science Fusion Text
Unit 6, Lesson 1-2
Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Ideas 10 give Unit 6 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 6 Benchmark Test (Summative)
www.brainpop.com Keyword: forms of energy
www.aimsedu.org
various energy experiments www.energyquest.ca.gov
Energy Facts www.thinkcentral.com Directed Inquiry:
“How do you make things warmer?” (Scott Foresman Text 348)
Guided Inquiry:
“How are thermal energy and temperature different?” (360)
“How is light reflected and refracted?” (426) Digging Into FCAT Science: “Rolling Along” (45-46) http://www.eia.doe.gov/kids/
Energy Resource website See NetTrekker Addendum for additional resources
Literature for ALL BENCHMARKS: Scott Foresman Leveled
Readers: Below Level: Heat On-Level: Energy from
Heat Advanced: How HOT?
Scott Foresman Leveled Readers: Below Level: Electricity
and Magnetism On-Level: Electric and
Magnetic Power Advanced: Poles Apart
Scott Foresman Leveled Readers:
Below Level: Sound and Light
On-Level: Light and Sound Waves
Advanced: Movie Science
Scott Foresman Leveled Readers: Below Level: Objects in
Motion On-Level: Motion Advanced: Newton and
GRAVITY
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 33
McMillan /McGraw Hill Basal
Reading Series: “Windmills on the
Prairies” (478) “Clean as a Breeze”
(472) Additional Titles: The Remarkable Farkle
McBride by John Lithgow
Sound by Jenny Karpelenia Vocabulary:
thermal energy static electricity kinetic energy potential energy
energy electrical energy chemical energy mechanical energy work
reflection absorption transparent translucent
opaque refraction
SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. Science Fusion Text
Unit 6, Lessons 1, 2, & 4
Moderate complexity www.brainpop.com Keyword: motion
www.thinkcentral.com Digging Into FCAT Science: “Time Trials” (34) “Blast Off” (40)
http://www.andythelwell.com/blobz/
Interactive Activity and Quiz on Electricity See NetTrekker Addendum for additional resources
Vocabulary: kinetic energy potential energy work
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 34
SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. Science Fusion Text (Unit 6, Lesson 1, 3)
High complexity www.brainpop.com Keyword: sound
www.thinkcentral.com The Magic School Bus - Inside the Haunted House (video) Directed Inquiry:
“What makes sound change?” (Scott Foresman Text 404)
Picture Perfect Science Chapter 15, “Sounds of Science” (205) www.aimsedu.org
various sound experiments See NetTrekker Addendum for additional resources
Vocabulary: compression
frequency wavelength pitch
SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. Science Fusion Text
Unit 6, Lesson 4
Moderate complexity www.brainpop.com Keyword: wind, water
AIMS:
Popping with Power “Wind Rollers” (41) http://www.kidwind.org/lessons/teachers.html
Wind Energy Lesson Plans See NetTrekker Addendum for additional resources
Vocabulary:
wind energy hydroelectric energy solar energy
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 35
Big Idea 11: Energy Transfer and Transformations A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter.
Essential Questions:
How does heat move?
What is the difference between conductors and insulators?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs,
other assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature Science Fusion Text
Unit 7, Lessons 1, 2, & 4
.
Low complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 11 give Unit 7 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 7 Benchmark Test (Summative)
www.thinkcentral.com Available through United Streaming:
Bill Nye the Science Guy: Energy (video) Magic School Bus Gets Energized (video) See NetTrekker Addendum for additional resources
Literature for ALL BENCHMARKS: Scott Foresman Leveled
Readers: Below Level: Heat On-Level: Energy from
Heat Advanced: How HOT?
McMillan /McGraw Hill Basal Reading Series: “Windmills on the Prairies”
(478) “How Ben Franklin Stole
the Lightning” (226) Vocabulary: thermal energy conduction conductor
insulator convection current radiation heat
SC.4.P.11.2 Identify common materials that conduct heat well or poorly. Science Fusion Text
Unit 7, Lessons, 3, 4
Low complexity www.thinkcentral.com Inquiry: “What material is the best heat conductor?” (Scott
Foresman Text TE: 345E) Aims: Popping with Power “Hot Head” (32) See NetTrekker Addendum for additional resources
Vocabulary:
thermal energy conduction conductor insulator convection current
radiation heat
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 36
Quarter 4 Big Idea 12: Motion of Objects
A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces.
Essential Questions:
What is motion?
How does force affect moving objects?
How are force, mass, and energy related?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs, other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary Reading
Open: Specific to
teacher, grade, subject, school
SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction. Science Fusion Text
Unit 8, Lesson 1
Low complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 12 give Unit 8 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 8 Benchmark Test (Summative)
www.thinkcentral.com
Guided Inquiry: “How does friction affect motion?” (Scott Foresman Text 450-451)
http://www.learner.org/interactives/parkphysics/
Good background and real world information Activity: Sidetracked Create a path for a marble or toy car that causes it to
slow down, speed up and change direction. Use split empty toilet paper rolls, connect to create trough/chute style track.
Describe the design created in learning logs. http://www.hometrainingtools.com/articles/balloon-rocket-car-project.html
Website with lesson for Balloon Rocket Car See NetTrekker Addendum for additional resources
Literature for ALL BENCHMARKS: Scott Foresman Leveled
Readers: Below Level: Objects in
Motion On-Level: Motion Advanced: Newton and
GRAVITY
McMillan /McGraw Hill Basal Reading Series: “Mighty Jackie” (152) “Motions in Baseball” (170)
Additional Titles:
Sheep in a Jeep by Nancy Shaw
Forces and Movement by Peter Riley
Vocabulary:
force friction
SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.
Moderate complexity www.thinkcentral.com Directed Inquiry:
“What can change a marble’s speed?” (Scott Foresman Text 436) Picture Perfect Science Lessons Chapter 14: Sheep in a Jeep (181)
Vocabulary: relative motion
frame of reference speed velocity position
acceleration
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 37
Science Fusion Text
Unit 8, Lesson 1-2
Full Inquiry:
“How is motion affected by mass?” (Scott Foresman Text 484-485)
http://school.discoveryeducation.com/lessonplans/programs/rulesforces/
Toy Car Experiment http://school.discoveryeducation.com/lessonplans/programs/forces/
Luge experiment on friction
motion
gravity
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 38
Big Idea 16: Heredity and Reproduction A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
Essential Questions:
What is the process of sexual reproduction in flowering plants?
What are the major stages in the life cycles of Florida plants and animals?
How does heredity and learning shape animal behaviors?
How does the environment affect characteristics of plants and animals?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs,
other assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. Science Fusion Text
Unit 9, Lessons 1-2
Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 16 give Unit 9 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 9 Benchmark Test (Summative)
www.brainpop.com Keyword: seed plants, pollination
www.sci.mus.mn.us/sln/tf/d/dandelion/dandelion.html
Dandelion seed travel www.thinkcentral.com Guided Inquiry:
“How can you grow a potato plant without a seed?” (Scott Foresman Text 66)
http://urbanext.illinois.edu/gpe/
The Great Plant Escape Interactive Web Activity http://www.teachersdomain.org/resource/lsps07.sci.life.stru.seedplant/
Life Cycle of a Seed Plant http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/
The Life Cycle of a Plant Interactive Web Activity www.graves.k12.ky.us/powerpoints/elementary/symjheath.ppt
The Life Cycle of a Bean Plant PowerPoint See NetTrekker Addendum for additional resources
Literature for ALL BENCHMARKS: Scott Foresman Leveled
Readers: Below Level: Classifying
Plants and Animals On-Level: Plant and Animal
Classification Advanced: Reptile or
Amphibian? Scott Foresman Leveled
Readers: Below Level: Energy from
Plants On-Level: How Plants
Grow and Change Advanced: Weird Plants
Additional Titles: Magic School Bus Titles
(“Plants a Seed”, Animal Habitats)
Seasons of Arnold’s Apple Tree by Gail Gibbons
Wild Babies by Seymour Simon
Vocabulary: sepal pistil
stamen
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 39
www.mimioconnect.com “Parts of a Flower”
ovary fertilization germination
maturity pollination
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. Science Fusion Text
Unit 9, Lesson 4
High complexity www.brainpop.com Keyword: plant growth
www.thinkcentral.com AIMS: Budding Botanist: “A Flower Study” (49) http://www.sciencenetlinks.com/lessons.cfm?DocID=81
Bird Beak Lesson http://www.tryscience.org/experiments/experiments_begin.html?botany
Animal Attraction Interactive Activity http://www.sciencenetlinks.com/interactives/class.html
Interactive Game Show with Animal Characteristics http://pelotes.jea.com/ Animals and Plants: Alligators, Amazing Ants, Bats,
Birds, Black Bears, Butterfly Biology, Butterfly Gardens, Caterpillars, Mammals Mammoths, Manatees, Migration, Plant Adaptations, Red Wolves, Reptiles, Spiders, Dragonflies, Longleaf Pines,
Resources & Responsibilities: Clean Coal, Coral Reefs, Electrical Safety, Energy Conservation, Hurricanes, Recycling, Sandy Beaches, Solar Science, Water Conservation, Wetlands, Wild Parrot Pets, Zoo Endangered Species, Fire in the Woods
Project EE Curricula: Project WET: Aquabodies, Piece it Together, What’s the Solution? Project WILD: Animal Poetry, Bearly Born & How Many Bears Live in this Forest? Project Aquatic WILD:Alice in Waterland, Water Wings, Where Have the Salmon Gone?
http://flame.fl-dof.com/apps/trees.php
Forest Trees of Florida See NetTrekker Addendum for additional resources
Vocabulary: adaptation predator
dormant heredity learned behavior instinct
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 40
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. Science Fusion Text
Unit 9, Lesson 4
High complexity www.brainpop.com Keyword: behavior
Digging Into FCAT Science:
“You Are So Unique!” (78) http://teacher.scholastic.com/dirtrep/animal/index.htm
Investigate and Report Animal Adaptations See NetTrekker Addendum for additional resources
Vocabulary: adaptation
predator instinct learned behavior offspring heredity
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seed-bearing plants. Science Fusion Text
Unit 9, Lessons 1, 3 Supplement with Social Studies text and research
Moderate complexity www.thinkcentral.com www.brainpop.com
Keyword: behavior AIMS:
Math + Science: “Dealing with Data” (35) www.fcit.usf.edu/florida/lessons www.dep.state.fl.us/evergladesforever
Florida Then and Now website: “The Florida Everglades” http://www.reachoutmichigan.org/funexperiments/quick/eric/mealworm.html
Mealworm Metamorphosis http://naturalsciences.sdsu.edu/classes/lab2.6/lab2.6.html
How do flowering plants reproduce? See NetTrekker Addendum for additional resources
Vocabulary:
dormant complete metamorphosis incomplete metamorphosis nymph
life cycle
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 41
Big Idea 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic n eeds. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.
Essential Questions:
What are the seasonal changes in Florida plants and animals?
How does energy flow in a food chain?
How do plants and animals impact the environment?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs,
other assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. Science Fusion Text
Unit 10, Lesson 1
Moderate complexity Give Lesson Quiz after instruction of each lesson (Progress Monitoring) After completion of Big Idea 17 give Unit 10 Benchmark Practice Test (Formative- Recommended only for use in student conferencing prior to Unit Test) Then Unit 10 Benchmark Test (Summative)
See Social Studies Text for additional information. www.basinalliance.org/watershed-intro-lakes.htm
Coastal Dune Lakes www.discover30a.com/discover
Coastal Dune Lakes www.thinkcentral.com http://flame.fl-dof.com/apps/trees.php
Forest Trees of Florida
Literature for ALL BENCHMARKS: Scott Foresman Leveled
Readers: Below Level: Ecosystems On-Level: Life in an
Ecosystem Advanced: Pond Life
Scott Foresman Leveled Readers: Below Level: Changes in
Ecosystems On-Level: Ecosystem
Changes Advanced: Parasitic Life
McMillan /McGraw Hill Basal Reading Series: “Food Chains-Predator vs.
Prey” (298) “Let It Snow” (376) “Waves and Climate”
(530) “Snakes” (266) “Getting to Know Sharks”
(660) “Protect Our Valuable
Oceans” (274) “Adapting to Survive”
(714)
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 42
Additional Titles:
Turtle Bay by Saviour Pirotta Turtle, Turtle, Watch Out! by
April Pulley Sayre
Who Eats What? by Patricia Lauber
Vocabulary:
dormancy hibernation migration
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. Science Fusion Text
Unit 10, Lesson 2
Moderate complexity www.brainpop.com Keyword: food chain
www.thinkcentral.com See NetTrekker Addendum for additional resources
Vocabulary:
decomposers consumers energy transfer producers nutrients
photosynthesis
SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. Science Fusion Text
Unit 10, Lesson 3
Moderate complexity
www.brainpop.com Keyword: ecosystems
www.thinkcentral.com Digging Into FCAT Science:
“Web of Life” (72) “Making a Food Web” (89) Guided Inquiry:
“What do decomposers do?” (Scott Foresman Text 96-97)
See NetTrekker Addendum for additional resources
Vocabulary:
herbivores carnivores omnivores food chain
food web prey
Left blank intentionally
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 43
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. Science Fusion Text
Unit 10, Lessons 4, 5
High complexity www.thinkcentral.com http://www.teachersdomain.org/resource/tdc02.sci.life.colt.beaver/
Beavers: Video http://www.sciencenetlinks.com/lessons.php?BenchmarkID=3&DocID=139
Engineering Solutions Directed Inquiry: “What is the effect of crowding on plants?” (Scott
Foresman Text 108)
“How can you make a model of an earthworm habitat?” (Scott Foresman Text 76-77)
Guided Inquiry:
“How can a change in the environment affect plant growth?” (130)
Picture Perfect Science:
Chapter 12 “Turtle Hurdles” (153) See NetTrekker Addendum for additional resources
Vocabulary: succession
extinct endangered environment hazardous waste pollution
conservation
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 44
NetTrekker Addendum
(Additional Resources by Benchmark)
Web Address: http://school.nettrekker.com
How to Sign In:
o Username: Your user name is comprised of 46 (the district number), your whole last name, and the first three letters of your fi rst name.
Example: Jennifer Jones’ username would be: 46jonesjen
o Password: Your password will always be Okaloosa
Big Idea 1: The Practice of Science
o SC.4.N.1.1:
http://www.hunkinsexperiments.com/ (Hunkin’s Experiments)
http://www.spartechsoftware.com/reeko/ (Reeko’s Mad Scientist Lab)
http://www.iknowthat.com/com/L3?Area=Science%20Lab (I Know That : Science Lab)
o SC.4.N.1.2:
http://www.brainpopjr.com/science/scienceskills/makingobservations/ (BrainPop Jr.: Making Observations)
o SC.4.N.1.3:
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=78fc114d-bec1-4208-bebd-1d932a5b8a1d (Discovery Education:
Scientific Inquiry Simulation)
http://www.wonderville.ca/v1/activities/pipeline/pipeline.html (Wonderville: The Great Pipeline Plan)
http://pbskids.org/dragonflytv/games/game_balance.html (PBS Teachers: Weebit World)
http://pbskids.org/dragonflytv/show/taekwondo.html (PBS Teachers: Tae Kwon Do)
http://www.quia.com/custom/457main.html (Nature of Science: Scientific Method)
o SC.4.N.1.4
o SC.4.N.1.5
http://www.sciencebuddies.org/mentoring/project_data_analysis.shtml (Science Buddies: Scientific Method: Data Analysis/Graphs)
http://library.thinkquest.org/J001402F/observing.htm (ThinkQuest: Scientific Method: Observing and Recording)
o SC.4.N.1.6
o SC.4.N.1.7
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=1&DocID=117 (Color Burst)
o SC.4.N.1.8
Big Idea 2: The Characteristics of Scientific Knowledge
o SC.4.N.2.1
Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
o SC.4.N.3.1
http://pbskids.org/dragonflytv//show/modelrockets.html (PBS Teachers: Model Rockets)
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 45
Big Idea 5: Earth in Space and Time
o SC.4.E.5.1
http://www.nrc-cnrc.gc.ca/eng/education/astronomy/constellations/planisphere.html (Planisphere)
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0407/es0407page01.cfm?chapter_no=visualization
(Observe the Night Sky Over a Year)
o SC.4.E.5.2
http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/phases.asp (University of Manchester: Phases of
the Moon)
http://www.harcourtschool.com/activity/science_up_close/611/deploy/interface.html (HMH: Science CloseUp: Phases of the Moon)
o SC.4.E.5.3
http://oceancolor.gsfc.nasa.gov/cgi/biosphere_globes.pl (NASA: Biosphere Globes)
http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/default.htm (As the Earth Turns)
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml (BBC: Earth, Sun, and Moon)
o SC.4.E.5.4
http://www.eyeonthesky.org/lessonplans/05sun_daynight.html (What Makes Day and Night?)
http://www.prometheanplanet.com/server.php?show=conResource.7758 (Promethean Planet: Earth and Space – Day and Night)
o SC.4.E.5.5
http://dln.nasa.gov/dln/content/catalog/details/?cid=610 (Celebrate NASA’s 50th
Birthday)
http://spaceplace.jpl.nasa.gov/en/educators/teachers_rocket_images.shtml (NASA: The Space Place)
Big Idea 6: Earth Structures
o SC.4.E.6.1
http://www.windows.ucar.edu/tour/link=/earth/geology/ig_intro.html (Window To the Universe: Igneous Rocks)
http://library.thinkquest.org/J002289/meta.html?tqskip1=1 (This Planet Really Rocks: Metamorphic Rocks)
http://www.windows.ucar.edu/tour/link=/earth/geology/sed_clastic.html (Windows To the Universe: Sedimentary Rocks)
o SC.4.E.6.2
http://library.thinkquest.org/J002289/ident.html?tqskip1=1 (This Planet Really Rocks: How Are Minerals Identified?)
http://www.schools.utah.gov/curr/science/sciber00/7th/earth/sciber/minerid.htm (Identifying and Classifying Minerals)
o SC.4.E.6.3
http://urbanext.illinois.edu/world/nres.html (Schools Online: Knowing Your World: Natural Resources)
o SC.4.E.6.4
http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.erosion/ (Teacher’s Domain: Erosion and Weathering)
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_earth/cu b_earth_le
sson5_activity1.xml (Teach Engineering: Glaciers, Water, and Wind, Oh My!)
o SC.4.E.6.5
http://www.cartage.org.lb/en/themes/Sciences/Chemistry/Analyticalchemistry/LabEquipment/LabEquipment.htm (Lab Equipment)
http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.ztelegirl/ (Telescope Girl)
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 46
o SC.4.E.6.6
http://www.sciencemuseum.org.uk/exhibitions/energy/site/EIZCaseStudy4Item4.asp (Science Museum: Solar Power)
http://tonto.eia.doe.gov/kids/energy.cfm?page=wind_home-basics-k.cfm (Wind Energy – Moving Air)
Big Idea 8: Properties of Matter
o SC.4.P.8.1
http://www.amnh.org/ology/xCards/index.php?cardNumber=172 (American Museum of Natural History: Mass and Weight Ology Card)
http://www.teachersdomain.org/resource/lsps07.sci.phys.matter.cgvolume/ (Teacher’s Domain: Volume and Shape)
o SC.4.P.8.2
http://pbskids.org/jayjay/care.curr.cl.l3.act.html (PBS Kids: Experiments with Water)
http://www.nyu.edu/pages/mathmol/textbook/3gradecover.html (NYU: Welcome to Water)
o SC.4.P.8.3
o SC.4.P.8.4
http://www.e-gfl.org/6.cfm?s=6&m=44&p=129,view_resource&start=26&kw=&el=4,5,6,7&sc=0&id=210 (Magnets and Forces)
http://www.e-gfl.org/6.cfm?s=6&m=44&p=129,view_resource&start=26&kw=&el=4,5,6,7&sc=0&id=210 (Teach Engineering: Magnetic
Personality)
Big Idea 9: Changes in Matter
o SC.4.P.9.1
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_decomposers_mar
y_act/duk_decomposers_mary_act.xml (How Fast Can a Carrot Rot?)
Big Idea 10: Forms of Energy
o SC.4.P.10.1
http://www.teachersdomain.org/resource/lsps07.sci.phys.maf.dfgames/ (Teacher’s Domain: Carnival Physics: Midway Games)
http://www.physics4kids.com/files/motion_energy.html (Physics4Kids: Energy Around Us)
o SC.4.P.10.2
http://www.teachersdomain.org/resource/kqed07.sci.phys.invisfo/ (Teacher’s Domain: Invisible Forces)
http://www.ambromley.co.uk/fizz.html (Real Time 3D Physics Simulator)
o SC.4.P.10.3
http://www.teachersdomain.org/resource/phy03.sci.phys.howmove.collage/ (Teachers Domain: Understanding Vibration and Pitch)
http://www.smm.org/sound/activity/ssl10.htm (Changing Pitch By Changing Tension)
o SC.4.P.10.4
http://www.thecoolroom.org/education/ed_apple.htm (The Cool Room: Energy From the Sun)
Big Idea 11: Energy Transfer and Transformations
o SC.4.P.11.1
http://www.harcourtschool.com/activity/science_up_close/615/deploy/interface.html (HMH: Thermal Energy Transfer)
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_heattransfer_smar
y_act/duk_heattransfer_smary_act.xml (Teaching Engineering: Hot Cans and Cold Cans)
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 47
o SC.4.P.11.2
http://mypages.iit.edu/~smile/ch9508.html (Passing the Heat Along)
Big Idea 12: Motion of Objects
o SC.4.P.12.1
http://www.eduplace.com/science/sla/tg/k/wheel_tg.html (Science Library Adventures: Wheel Away)
http://www.teachersdomain.org/resource/kqed07.sci.phys.invisfo/ (Teacher’s Domain: Invisible Forces)
o SC.4.P.12.2
http://www.physics4kids.com/files/motion_velocity.html (Physics4Kids: Velocity, Motion, and Speed, Oh, My!)
http://www.teachersdomain.org/resource/lsps07.sci.phys.maf.dfwaterslide/ (Waterslides)
Big Idea 16: Heredity and Reproduction
o SC.4.L.16.1
http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/life_cycles/play.shtml (BBC: Living Things - Interactive Game)
http://school.nettrekker.com/goExternal?np=/external.ftl&pp=/error_ie6.ftl&evlCode=299807&productName=school (Teacher’s Domain:
From Seed to Flower)
o SC.4.L.16.2
http://www.nature.ca/genome/04/042/042_10_e.cfm (Heredity Traits Poll)
o SC.4.L.16.3
http://animals.howstuffworks.com/animal-facts/animal-camouflage.htm (Animal Camouflage)
http://www.pbs.org/wnet/nature/episodes/inside-the-animal-mind/introduction/2081/ (PBS: Animal Minds)
o SC.4.L.16.4
http://www.teachersdomain.org/resource/tdc02.sci.life.cyc.stagecards/ (Teacher’s Domain: Life Stages Cards)
http://education.smarttech.com/ste/en-
US/Ed+Resource/Lesson+activities/Notebook+activities/Browse+Notebook/United+States/Elementary/K-
3/Science/Life+Cycles+of+Plants+and+Animals.htm (Smart: Life Cycles Plants and Resources)
Big Idea 17: Interdependence
o SC.4.L.17.1
o SC.4.L.17.2
http://www.schools.utah.gov/curr/science/core/8thgrd/sciber8/bio_ener/html/chains.htm (Food Chain Practice)
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_environ/ cub_enviro
n_lesson01_activity1.xml (TeachEngineering: Environmental Interactions)
o SC.4.L.17.3
http://www.teachersdomain.org/resource/tdc02.sci.life.oate.energyflow/ (Teacher’s Domain: Energy Flow)
http://education.smarttech.com/ste/en-
US/Ed+Resource/Lesson+activities/Notebook+activities/Browse+Notebook/United+States/Elementary/4 -6/Science/Food+Chain.htm
(SMART: Food Chain)
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 48
o SC.4.L.17.4
http://www.rustletheleaf.com/lessonplans.html (Rustle the Leaf: Teaching Resources)
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_air/cub_ air_lesson
01_activity4.xml (TeachEngineering: Environmental History Timeline)
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 49
Textbook Correlation to Florida Science Standards
Houghton Mifflin Harcourt Science Fusion Correlation - See TE T20-T27
Scott Foresman Science Correlation follows
Introduction
This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the Teacher’s Edition with additional references to the FCAT Test Prep Booklet.
Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Five. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.
Scaffolded Inquiry
Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.
How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.
Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 50
Time-Saving Strategies Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.
Quick Teaching Plans cover the standards even when class time is short.
Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds.
Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.
Technology Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction.
The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizab le Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.
Benchmark Code
Florida Sunshine State Standards Scott Foresman Science
SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
SE/TE: 494–495, 504–505 FCAT Test Prep: 119
SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month.
SE/TE: 500–503 FCAT Test Prep: 117, 118, 134, 151
SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
SE/TE: 494–499 FCAT Test Prep: 115, 116, 120, 133, 138, 151
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
SE/TE: 489E, 496–499, 500–505, 524–525 FCAT Test Prep: 117, 118, 121, 134, 138, 151
SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida.
SE/TE: Grade 3: 96; Grade 5: Space and Technology in Florida Science Online p. 4
SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
SE/TE: 242–245, 246–249 FCAT Test Prep: 50, 53, 54, 69, 70, 72, 144
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 51
Benchmark Code
Florida Sunshine State Standards Scott Foresman Science
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
SE/TE: 236, 238–241, 250–251 FCAT Test Prep: 49, 68
SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
SE/TE: 284, 286–291, 292–297, 298–299, 300–301, 304 FCAT Test Prep: 61, 62, 63, 64, 66, 71, 143, 145, 154
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).
SE/TE: 260, 262–265, 266–269, 308–311 FCAT Test Prep: 55, 56, 69, 72, 153
SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.
SE/TE: 4, 206–207, 554–555, 566–567 FCAT Test Prep: 1
SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
Related content: SE/TE: 284, 286–291, 292–295 See also Physical Science in Florida–Science Online p. 2 FCAT Test Prep: 61, 63, 89
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
SE/TE: 16–17, 54–57, 58–65 FCAT Test Prep: 8, 10, 11, 12, 32, 33, 140
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
SE/TE: 26–29, 50–53 FCAT Test Prep: 4, 13, 21, 22, 23, 34, 141
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. SE/TE: 1E, 26–33 FCAT Test Prep: 15, 31
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and f lowering and non-flowering seed-bearing plants.
SE/TE: 40, 136 FCAT Test Prep: 4, 5, 10
SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
SE/TE: 90–91
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 52
Benchmark Code
Florida Sunshine State Standards Scott Foresman Science
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
SE/TE: 84–89 FCAT Test Prep: 14, 15, 16, 18, 19, 36
SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
SE/TE: 73E, 84–89, 92–95 FCAT Test Prep: 14, 15, 16, 17, 18, 20, 32, 33, 36, 139, 140
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. SE/TE: 118–123, 124–129 FCAT Test Prep: 21, 23, 24
SC.4.N.1.1
Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
These are some of the many examples. SE/TE: 34–35, 44, 96–97, 108, 130–131, 172–175, 212, 274–275, 308–311, 338–339, 394–395, 404, 474–475, 484–487, 572–575
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.
SE/TE: 176, 226–227, 236, 250–251, 312, 436, 450–451, 474–475, 484–487, 488, 576
SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence.
SE/TE: 44, 140, 180, 212, 226–227, 260, 274–275, 316, 348, 372, 404, 426–427, 492, 506–507, 538–539
SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. SE/TE: 172–175, 308–311, 484–487, 572–575
SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. SE/TE: 176, 312, 488, 576
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
SE/TE: 172–175, 250–251, 308–311, 338–339, 450–451, 484–487, 506–507, 572–575
SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SE/TE: 40, 72, 104, 136, 168, 208, 232, 256, 280, 344, 368, 400, 432, 480, 512, 544, 568
SC.4.N.1.8 Recognize that science involves creativity in designing experiments. SE/TE: 176, 304, 312, 456, 488, 568, 576
SC.4.N.2.1 Explain that science focuses solely on the natural world. SE/TE: 105D, 130–131, 172–175, 177D, 200–201, 281D, 298–299, 308–311, 345D, 360–361, 484–487, 572–575
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
SE/TE: 76, 140, 162–163, 176, 209E, 212, 223E, 298–299, 312, 369E, 457E, 489E, 513E, 516, 538–539, 545E, 548, 530–561, 572–575, 576
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 53
Benchmark Code
Florida Sunshine State Standards Scott Foresman Science
SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.
SE/TE: 316, 322–327, 340–341 FCAT Test Prep: 73, 74, 75, 77, 146
SC.4.P.8.2 Identify properties and common uses of water in each of its states. SE/TE: 320–321, 334–335 FCAT Test Prep: 73, 79, 109, 147
SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.
SE/TE: 322–323 FCAT Test Prep: 109
SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.
SE/TE: 382–385, 386–389, 390–391, 394–395 FCAT Test Prep: 86, 87, 147
SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.
SE/TE: 86–89, 94–95, 332–337, 338–339 FCAT Test Prep: 32, 76, 78, 109, 139, 146
SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
SE/TE: 348, 350–353, 360–361, 366–367, 372, 378–381, 392–393, 406–409, 416–419, 448–449 FCAT Test Prep: 86, 91, 92, 93, 94, 101, 112
SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. SE/TE: 352–353, 356–357, 386–389, 390–393 FCAT Test Prep: 79, 80, 81, 82, 83, 84, 109
SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.
SE/TE: 404, 406–411, 412–415 FCAT Test Prep: 91, 92, 111
SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things.
SE/TE: 266–269, 308–311, 392–393, 572–575 FCAT Test Prep: 56, 63, 89, 113
SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
SE/TE: 354–359, 360–361 FCAT Test Prep: 80, 81
SC.4.P.11.2 Identify common materials that conduct heat well or poorly. SE/TE: 345E, 354–355 FCAT Test Prep: 81, 82, 83, 84
SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction.
SE/TE: 438–441 FCAT Test Prep: 97, 98, 112
SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.
SE/TE: 428–429, 436, 440–441, 452–453 FCAT Test Prep: 97, 98, 112, 149
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 54
Science Resources Guide Read and Understand Science Series
Grades 1-2, Grades 2-3, Grades 3-4, Grades 4-6; Evan-Moor Publishers
http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104
Project Wild Activity Guide
Project Wild, PO Box 18060, Boulder, CO 80308, (303)444-2390
http://www.projectwild.org/educators.htm
Digging Into FCAT Science – Inquiry Based Activities
Florida Educational Tools, (904) 998-1918 or (800) 586-9940
www.fledtools.com
Integrating Science with Reading Instruction Grades 5&6
By Trisha Callella and Marilyn Marks, Creative Teaching Press
http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx
AIMS Education Foundation On-line Store
Books, Free Resources and $1-2 E-Activities
http://wwws.aimsedu.org/aims_store/home.php
Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry
By: Emily Morgan and Karen Ansberry, ISBN: 978-0-87355-243-1
http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552431
More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4
By: Emily Morgan and Karen Ansberry, ISBN: 978-1-93353-112-0
http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120
More Than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten
By Sally Moomaw, MEd, Brenda Hieronymus, MEd, ISBN: 978-188483433-2, Redleaf Press
http://www.redleafpress.org/productdetails.cfm?PC=183
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 55
Science Literature by Grade Level with Benchmarks
Title Author Science Concept or Skill Grade Level
Benchmark
On the Way to the Beach Henry Cole Observation of nature K SC.K.N.1.1
A Closer Look Mary McCarthy Observation of nature K SC.K.N.1.1
The Snowy Day Ezra Jack Keats Matter can change K SC.K.P.9.1 Vibrations Lola M. Schaefer Sound vibrations K SC.K.P.10.1
Sound: Loud, Soft, High, & Low Natalie M. Rosinsky Sound K SC.K.P.10.1
Forest Bright, Forest Night Jennifer Ward Animals during the day/night K SC.K.E.5.2 A Seed is Sleepy Dianna Aston Seeds K SC.K.L.14.3
We’re Going on a Bear Hunt Michael Rosen Nature walk/Observing nature 1st
SC.1.N.1.1
Make Way For Ducklings Robert McCloskey Nature walk/Observing nature 1st
SC.1.N.1.1 Seven Blind Mice Ed Young Observation/Inference 1
st SC.1.N.1.2
Let’s Experiment Thinking Like a Scientist Series by Newbridge
Experiments/Investigations 1st
SC.1.N.1.3
Real Stuck, Way Up Benette W. Tiffault Gravity 1st
SC.1.E.5.2 All About Magnifying Glasses Melvin Berger Magnifying glasses 1
st SC.1.E.5.3
Stone Soup Jon J. Muth Sink or float 1st
SC.1.P.8.1
The Real Story of Stone Soup Ying Chang Compestine Sink or float 1st
SC.1.P.8.1 Cactus Soup Eric A. Kimmel Sink or float 1
st SC.1.P.8.1
Force Makes Things Move Kimberly Brubaker Bradley Force and motion 1st
SC.1.P.13.1
Trout Are Made of Trees April Pulley Sayre Ecosystems/Interdependence of nature 1st
SC.1.L.14.1 The Story of Jumping Mouse John Steptoe Using five senses for observation 1
st SC.1.L.14.1
What’s Alive? Kathleen Weidner Living vs. nonliving 1st
SC.1.L.14.3
Is it Alive? Kimberlee Graves Living vs. nonliving 1st
SC.1.L.14.3 Does a Kangaroo Have a Mother Too? Eric Carle Animal babies and parents 1
st SC.1.L.16.1
You’re All My Favorites Sam McBratney Shows offspring of same parent can have differences
1st
SC.1.L.16.1
The Magic School Bus Hops Home: A Book About Animal Habitats
Joanna Cole Animal habitats 1st
SC.1.L.17.1
Red Leaf, Yellow Leaf Lois Ehlert Leaves/parts of a plant 1st
SC.1.L.14.2
Letting Swift River Go Jane Yolen Change in nature over time 2nd
SC.2.N.1.1
Who Made These Holes? Published by Newbridge Inference and observation 2nd
SC.2.N.1.3 Soil Robin Nelson Soil 2
nd SC.2.E.6.2
Rocks Robin Nelson Rocks 2nd
SC.2.E.6.1
Rocks and Soil Maria Gordon Rocks and soil 2nd
SC.2.E.6.1 SC.2.E.6.2
Soil Rebecca Faulkner Soil 2nd
SC.2.E.6.2
The Pebble in My Pocket M. Hooper Rocks 2nd
SC.2.E.6.1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 56
Title Author Science Concept or Skill Grade Level
Benchmark
Sun S. Tomecek Sun/sunshine 2nd
SC.2.E.7.2 Matter: See It, Touch It, Taste It, Smell It Darlene R. Stille Matter and changing properties 2
nd SC.2.P.9.1
From Bean to Bean Plant Anita Ganen Life cycle of a bean plant 2nd
SC.2.L.16.1
Pumpkin Circle: The Story of a Garden George Levenson Life cycle of a pumpkin 2nd
SC.2.L.16.1 From Tadpole to Frog Wendy Pfeffer Life cycle of a frog 2
nd SC.2.L.16.1
From Seed to Plant Allan Fowler Life cycle of a plant 2nd
SC.2.L.16.1
A Log’s Life Wendy Pfeffer Life cycle of a tree 2nd
SC.2.L.16.1 Little Lost Bat Sandra Markle Life of bats 2
nd SC.2.L.16.1
I Wonder If I’ll See a Whale Frances Ward Weller Observing the natural world/questioning 3rd
SC.3.N.1.1
Owl Moon Jane Yolen Observing the natural world/questioning 3rd
SC.3.N.1.1 Big Tracks, Little Tracks: Following Animal Prints
M.E. Selsam Observation/inference 3rd
SC.3.N.1.1
The New Way Things Work David Macaulay Models 3rd
SC.3.N.3.2 SC.3.N.3.3
Telescopes Adele Richardson Telescopes 3rd
SC.3.E.5.5 The Sun Seymour Simon Sun 3
rd SC.3.E.6.1
Temperature Chris Woodford Measuring temperature 3rd
SC.3.P.8.1
Measuring Penny Loreen Leedy Measurement 3rd
SC.3.P.8.2 Sun Up, Sun Down Gail Gibbons Sun 3
rd SC.3.E.6.1
Rise the Moon Eileen Spinelli Moon 4th
SC.4.E.5.2
The Moon Book Gail Gibbons Moon 4th
SC.4.E.5.2 The Moon Seymour Simon Moon 4
th SC.4.E.5.2
What the Moon is Like F.M. Branley Moon 4th
SC.4.E.5.2
Prince William Gloria Rand Oil spills/human effects on nature 4th
SC.4.E.6.3 Pancakes, Pancakes! Eric Carle Chemical changes 4
th SC.4.P.9.1
One Tiny Turtle N. Davies Humans and the environment 4th
SC.4.L.17.4
Interrupted Journey: Saving Endangered Sea Turtles
K. Lasky Humans and the environment 4th
SC.4.L.17.4
Almost Gone: The World’s Rarest Animals
Steve Jenkins Extinction 4th
SC.4.L.17.4
Weather Forecasting Gail Gibbons Weather 5th
SC.5.E.7.3
Imaginative Inventions Charise Mericle Harper Inventions/Scientific method 5th
SC.5.N.1.1 Girls Think of Everything: Stories of Ingenious Inventions by Women
Catherine Thimmesh Inventions/Scientific method 5th
SC.5.N.1.1
Mistakes That Worked C. Foltz Jones Inventions/scientific investigation 5th
SC.5.N.1.5
In the Blink of an Eye Dieter Wiesmuller Inference/animals 5th
SC.5.N.1.6 John Muir: America’s First Environmentalist
Kathryn Lasky Scientists/Biography of an environmentalist 5th
SC.5.N.1.5
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 57
Title Author Science Concept or Skill Grade Level
Benchmark
Rachel Carson: Preserving a Sense of Wonder
Thomas Locker Scientists/Biography of a biologist 5th
SC.5.N.1.5
Science Verse Jon Scieszka Variety of topics in poem form 5th
SC.5.N.1.1
Earthlets, as Explained by Professor Xargle
Jeanne Willis Observation and Inference 5th
SC.5.N.1.6
A Look at Pluto and Other Dwarf Planets Anna Kaspar Pluto/planets 5th
SC.5.E.5.2 Learning About the Water Cycle With Graphic Organizers
Isaac Nadeau Water cycle/using graphic organizers 5th
SC.5.E.7.1
The Big Storm Bruce Hiscock Storms/effects of weather 5th
SC.5.E.7.7
Aliens from Earth: When Animals and Plants Invade Other Ecosystems
Mary Batten Ecosystems/change/survival 5th
SC.5.P.15.1
And Then There Was One: The Mysteries of Extinction
Margery Facklam Extinction 5th
SC.5.P.15.1
Science Literature by Grade Level **NOTE: Duplicate titles listed in red, and are appropriate for each grade level.
Title Author Grade Level
5 Sense Ruis K
A Closer Look McCarthy, M. K
Amy Loves the Sun Hoban K
Amy Loves the Wind Hoban K
Be A Friend to Trees Lauber K
Bear Shadow Asch K
Bubble, Bubble Mayer, M. K
Cactus Hotel Guiberson K
Day Light, Night Light Branley K
Energy Makes Things Happen Bradley K
First Flight K
Forest Bright, Forest Night Ward, J. K
Freight Train Crew, D. K
From Seed to Pumpkin Pfeffer K
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 58
Title Author Grade Level
Goodnight Moon Brown K
Gravity (song) Wright Group Songbook K
Gravity is A Mystery Branley K
Groundhog Day (multiple) K
Happy Birthday Moon Asch K
Hearing Ruis, Parramon, Puig K
How Many Teeth? Showers K
I Have A Cold Maccarone K
In the Small, Small Pond Fleming K
Inch by Inch Lionni K
It Looked Like Spilt Milk Shaw K
Jack's Garden Cole K
Light: What is A Shadow? Holderness K
Little Blue, Little Yellow Lionni K
Little Cloud Carle K
Little Engine That Could Piper K
Magnification: A Closer Look Bender, L. K
Mike Mulligan & His Steam Shovel Burton K
Moon Jump Into Science Series K
Mouse Paint Walsh K
My Five Senses Aliki K
Napping House Wood K
On the Way to the Beach Cole, H. K
On the Way to the Beach Keats, E. K
Pop! A Book About Bubbles Bradley K
Science Safety: Being Careful Bender, L. K
Scruffy the Tugboat K
Shadow Play Fleischman K
Sight Ruis, Parramon, Puig K
Skeletons Wood K
Sky Fire Asch K
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 59
Title Author Grade Level
Smell Ruis, Parramon, Puig K
Sound: Loud, Soft, High, & Low Rosinsky, N. K
Sounds All Around Pfeffer K
Switch On, Switch Off Berger K
Taste Ruis, Parramon, Puig K
The Bubble Factory dePaola, T. K
The Moon Yusof K
The Skeleton Inside You Valestrino K
The Snowy Day Keats, E. K
The Sun Our Nearest Star Branlin K
The Very Busy Spider Carle, E. K
The Very Grouchy Ladybug Carle, E. K
The Very Hungry Caterpillar Carle, E. K
The Very Lonely Firefly Carle, E. K
The Very Quiet Cricket Carle, E. K
Touch Ruis, Parramon, Puig K
Trucks K
Vibrations Schaefer, L. K
What Is a Scientist? Lehn K
What is My Shadow Made Of? Morris K
What is Science? Dotlch, R. K. K
What Makes a Magnet? Branlyn K
What Makes A Shadow? Bulla & Otani K
When You Look Up At the Moon Rookie Reader K
Who Eats What? Lauber K
You Can't See Your Bones With Binoculars Ziefert K
Zoom Banyai K
A Parade of Plants Stewart 1
A Second is a Hiccup Hutchins 1
A Seed Is A Promise Merrill 1
Alexander and the Wind-Up Mouse Lionni 1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 60
Title Author Grade Level
All About Magnifying Glasses Berger 1
And Everyone Shouted "Pull!" Llewellyn, C. 1
Animal Patterns Olson 1
Astronaut Living in Space Hayden 1
Bartholomew and the Oobleck Seuss 1
Butterflies Howard 1
Cactus Soup Kimmel, E. 1
Caps For Sale Stobodkina 1
Cracking Up: A Story About Erosion Bailey, Lilly 1
DK Series: Eye Wonder Holland, Stott 1
Does a Kangaroo Have a Mother Too? Carle 1
Edward in Deep Water Wells 1
Everybody Needs a Rock Baylor 1
Force Makes Things Kimberly 1
Forces and Movement Llevellyn 1
From Seed to Plant Gibbons 1
From Seed to Sunflower Legg 1
From Seeds to Flower Legg 1
Help I Can't Swim Leaney 1
Hill of Fire Lewis 1
How Heavy? How Long? How Hot? Eboch, C. 1
How Mountains Are Formed Zoehfeld 1
I Am Water Marzollo 1
I Fall Down Cobb, V. 1
I Wonder Why Stars Twinkle Stott 1
If You Find a Rock Christian 1
If You Hopped Like a Frog Schwartz 1
Is it Alive? Graves 1
Is It Rough? Hoban 1
It All Makes Sense: A First Look at the Senses Godwin 1
John Denver's Sunshine On My Shoulders Canyon 1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 61
Title Author Grade Level
Let's Experiment Thinking like a scientist series 1
Let's Go Rock Collecting Gans 1
Living In a Biome Series: Life In a Desert Lindeen 1
Looking Through a Telescope Bullock, Vargus, Larwa 1
Magic School Bus Hops Home Cole 1
Magic School Bus Plays Ball Cole 1
Magic School Bus Ups and Downs Cole 1
Magnets: Pulling Together, Pushing Apart Rosinsky 1
Make Way for Ducklings McCloskey 1
Man on the Moon Suen 1
Math Series: Sorting Pluckrose 1
Moths Rustad 1
Motion: Push and Pull, Fast and Slow Stille, D. 1
My Eyes Can See (poem, song) Gazlay 1
Near Water Llewellyn, C. 1
Oh Say Can You Seed? Worth 1
Planets Around the Sun Simon 1
Plant Cycle James 1
Plants and Flowers Cooper 1
Push and Pull (big book) Freeman, M. 1
Real Stuck, Way Up Tiffault 1
Red Leaf, Yellow Leaf Ehlert 1
Rocks In His Head Hurst 1
Rocks: Hard, Soft, Smooth, and Rough Rosinsky, John 1
Roller Coaster Frazee, M. 1
Rolling Whitehouse 1
Science Tools: Using Machines and Instruments Eboch, C. 1
Senses Glover 1
Seven Blind Mice Young, E. 1
Shape of Me and Other Stuff Seuss 1
Sheep In a Jeep Shaw 1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 62
Title Author Grade Level
Short, Tall, Big or Small? Gold 1
Sink and Floating Rosinsky 1
Sink or Float Khisty 1
Sort It Out Mariconda, Rogers 1
Sorting Plants: What is a Flower? Hewitt 1
Spots of Light Rau and Shea 1
Stone Soup Muth 1
Sunshine On My Shoulders Ansberry, Morgan 1
Sunshine: A Book About Sunlight Sherman 1
Tadpole Diary Literacy Tree Series 1
The Bears' Vacation Berenstein 1
The Gift of the Sea Tresselt 1
The Grand Canyon Bauer 1
The Magnetic Dog Whatley 1
The Real Story of Stone Soup Compestine 1
The Reason For a Flower Heller 1
The Rocky Mountain Bauer 1
The Story of Jumping Mouse Steptoe 1
The Tiny Seed Carle 1
The Very Hungry Caterpillar Carle 1
There's No Place Like Space Rabe 1
Tops and Bottoms Stevens 1
Treasure at Sea for Dragon and Me Pendziwol 1
Trout Are Made of Trees Sayre 1
Waiting for Wings Ehlert 1
Water's Journey Robinson 1
We Need Water Frost 1
We're Going On a Bear Hunt Rosen, M. 1
What Is the World Made Of? Zoehfeld 1
What Makes Day and Night? Branley 1
What's Alive? Weidner 1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 63
Title Author Grade Level
When I Heard the Learn'd Astronomer Whitman 1
You Can Use a Magnifying Glass Blevins, Vargus, Larwa 1
You're All My Favorites McBratney 1
A Drop of Water: A Book of Science Wonder Wick 2
A Log's Life Pfeffer 2
Alexander and the Wind-Up Mouse Lionni 2
Amelia Bedelia, Rocket Scientist Parish 2
An Extraordinary Egg Lionni 2
Bringing the Rain to Kapiti Plain Aardema 2
Chickens Aren't the Only Ones* Heller 2
Cloudy With a Chance of Meatballs Barrett 2
Diary of a Worm Cronin 2
Electricity and Magnets Angliss 2
Energy From the Sun Fowler 2
Everybody Needs a Rock Baylor 2
Forces and Motion Graham 2
Forces Around Us Hewitt 2
From Bean to Bean Plant Ganen 2
From Caterpillar to Butterfly Heiligman 2
From Seed to Plant Fowler 2
From Tadpole to Frog Pfeffer 2
Henry Hikes to Fitchburg Johnson 2
How to Dig a Hole to the Other Side of the Earth McNulty 2
If You Find a Rock Christian 2
Let's Go Rock Collecting Gans 2
Letting Swift River Go Yolen 2
Life In a Bucket of Soil Silverstein 2
Little Lost Bat Markle 2
Magic School Bus and the Electric Field Trip Cole 2
Magic School Bus at the Water Works Cole 2
Magic School Bus Desert Animal Adaptation Cole 2
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 64
Title Author Grade Level
Magic School Bus Dries Up Cole 2
Magic School Bus Flexes Its Muscles Cole 2
Magic School Bus For Lunch Cole 2
Magic School Bus Gains Weight Cole 2
Magic School Bus Gets Eaten Cole 2
Magic School Bus Inside the Earth Cole 2
Magic School Bus Inside the Human Body Cole 2
Magic School Bus Kicks Up a Storm Cole 2
Magic School Bus Meets the Rot Squad Cole 2
Magic School Bus Plays Ball Cole 2
Magic School Bus Wet All Over Cole 2
Magic School Bus Works Out Cole 2
Matter: See It, Touch It, Taste It, Smell It Stille, D. 2
Nitrogen Tocci 2
Pumpkin Circle: The Story of a Garden Levenson 2
Rocks: Hard, Soft, Smooth, and Rough Rosinsky 2
Scientists Ask Questions Garrett, Rookie Reader 2
Snowflake Bentley Martin 2
Soil Faulkner 2
Solid, Liquid, or Gas Robinson 2
Solids, Liquids, Gases Simon 2
Sun Tomecek 2
Sunshine On My Shoulders Ansberry, Morgan 2
Sylvester and Magic Pebble Stieg 2
The Great Kapok Tree Cherry 2
The Pebble in My Pocket Hooper 2
The Tiny Seed Carle 2
Thunder Cake Polacco 2
What Happened? Williams 2
What Is a Scientist? Lehn 2
What is Mass? Curry 2
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 65
Title Author Grade Level
What is the World Made Of? Zoehfeld 2
When Winter Comes Neuman 2
Where Do Puddles Go? Robinson 2
Who Made These Holes? Published by Newbridge 2
A Drop Around the World McKinney 3
Big Tracks, Little Tracks: Following Animal Prints Selsam 3
Day Light, Night Light Branley 3
Energy Makes Things Happen* Bradley 3
Gravity Is A Mystery Branley 3
How a Plant Grows Kalman 3
I Fall Down Cobb, V. 3
I See Myself Cobb, V. 3
I Wonder If I'll See a Whale Weller 3
Magic School Bus and the Electric Field Trip Cole 3
Magic School Bus Gets a Bright Idea Cole 3
Magic School Bus Gets Cold Feet Cole 3
Magic School Bus Gets Planted Cole 3
Magic School bus in the Arctic Cole 3
Magic School Bus in the Haunted Museum Cole 3
Magic School Bus Makes a Rainbow Cole 3
Magic School Bus Plants a Seed* Cole 3
Magic School Bus Plays Ball Cole 3
Magic School Bus Sees Stars Cole 3
Magic School Bus Wet All Over Cole 3
Measuring Penny Leedy 3
Owl Moon Yolen 3
Sheep In a Jeep Shaw 3
Spots of Light Rau and Shea 3
Sun Up, Sun Down Gibbons 3
Sunshine: A Book About Sunlight Sherman 3
Telescopes Richardson 3
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 66
Title Author Grade Level
Temperature Woodford 3
The New Way Things Work Macaulay 3
The Sky is Full of Stars Branley 3
The Snowflake: A Water Cycle Story Waldman 3
The Sun Simon 3
Water Dance Locker 3
What is a Bird? Kalman 3
What is a Fish? Kalman 3
What is a Mammal? Snedden 3
What is a Plant? Kalman 3
What is a Reptile? Kalman 3
What is an Amphibian? Kalman 3
What is the Animal Kingdom? Kalman 3
Where are the Stars During the Day? Berger 3
Almost Gone: The World's Rarest Animals Jenkins 4
Bartholomew and the Oobleck* Seuss 4
Caves Morris 4
Eye Wonder Science Series: Magnets 4
Forces and Movement Riley 4
Galaxies, Galaxies Gibbons 4
Galileo Fisher 4
Girls Think of Everything: Women Inventors Thimmesh 4
Glaciers Gallant 4
Grand Canyon: A Trail Through Time Vieira 4
Imaginative Inventions Harper 4
Interrupted Journey: Saving Endangered Sea Turtles Lasky 4
Magic School Bus Animal Habitats Cole 4
Magic School Bus Plants a Seed Cole 4
Oil Spill Berger 4
One Tiny Turtle Davies 4
Pancakes, Pancakes! Carle 4
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 67
Title Author Grade Level
Prince William Rand 4
Rise the Moon Spinelli 4
River Ran Wild Cherry 4
Seasons of Arnold's Apple Tree Gibbons 4
Sheep In a Jeep Shaw 4
Sound Karpelenia 4
Star Tales: North American Indian Stories About the Stars Mayo 4
The Big Wave Buck 4
The Great Kapok Tree Cherry 4
The Moon Simon 4
The Moon Book Gibbons 4
The Night Sky Stott 4
The Remarkable Farkle McBride Lithgow 4
Turtle Bay Pirotta 4
Turtle, Turtle, Watch Out! Sayre 4
What the Moon is Like Branley 4
Who Eats What? Lauber 4
Wild Babies Simon 4
1000 Facts About Space Beasant 5
A Drop of Water: A Book of Science Wonder Wick 5
A Look at Pluto and Other Dwarf Planets Kaspar 5
Aliens from Earth: When Animals and Plants Invade Other Ecosystems
Batten 5
And Then There Was One: The Mysteries of Extinction Facklam 5
Do Tornadoes Really Twist? Berger 5
Earthlets, as Explained by Professor Xargle Willis 5
Girls Think of Everything: Women Inventors* Thimmesh 5
Hurricanes Roydhouse 5
Imaginative Inventions* Harper 5
In the Blink of an Eye Wiesmuller 5
John Muir: America's First Environmentalist Lasky 5
Learning About the Water Cycle With Graphic Organizers Nadeau 5
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 68
Title Author Grade Level
Magic School Bus Lost In the Solar System Cole 5
Mistakes That Worked Jones 5
Rachel Carson: Preserving a Sense of Wonder Locker 5
Science Verse Scieszka 5
Sound, Heat, and Light Energy at Work Berger 5
Storms Wood 5
The Big Storm Hiscock 5
Weather Forecasting Gibbons 5
Weather Words and What They Mean Gibbons 5
What Do You Do With a Tale Like This? Jenkins, Page 5
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 69
Research
As students progress through the three stages
of inquiry, support from the teacher diminishes
and student ownership increases.
This developmental process is crucial for
students to reach the ultimate goal of
conducting science investigations
independently-engaging in Full Inquiry.
Inquiry prepares students to answer visual
analysis and critical interpretation questions.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 70
5 Questions to Deeper Understanding
Direct Data -a question that requires the student to look at
his/her data/measurements
Mathematical Interpretation -requires the student to compare,
contrast or make a calculate using two or more of his/her
measurements
Hypothesis Revisit –student is asked to infer from
observations, measurements, and results
Application to Other Context-question that requires the
students to apply knowledge to a different context/setting
World Connection-requires the students to consider the
impact of human/social system
Okaloosa County School District
Curriculum Guide for Science
REV 062012 Fourth Grade Science Page 71
Standards-Based Instruction
Standards-Based Instruction means designing instruction to help
students understand the science outlined in the standards
It is NOT linking a standard to what you already do or to a favorite
lesson.
Backward by Design A way to design lessons/units of instruction consistent with standards-
based instruction
Consists of three main steps… 1. Identify what students need to know or what they need to be able to do (What is worthy of
understanding?)
2. Identify assessment (What is evidence of this understanding?)
3. Design instruction (What learning experiences and teaching will promote this type of
understanding?)