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WASHINGTON TOWNSHIP PUBLIC SCHOOLSOFFICE OF CURRICULUM & INSTRUCTION

COURSE: SCIENCE GRADE 4

WRITTEN BY: Science Committee Members

UNDER THE DIRECTION OF: Barbara Marciano & Jeffrey Pollock

DESCRIPTION: A conceptual science course of study linked to the New Jersey Core Curriculum Content Standards in which the children will learn from three areas of study. The first area of study is systems and cycles viewed through the conceptual lens of systems and patterns. The second area of study is rocks and minerals viewed through the conceptual lens of cycles and change. The third and final area of study is force and motion viewed through the conceptual lens of energy. The focus of all units is to build to a level of enduring understanding through generalizations.

Cheryl Simone: Superintendent of SchoolsJoseph A. Vandenberg: Assistant Superintendent for InstructionBarbara E. Marciano: Director of Elementary Education

WRITTEN: Summer 2008REVISED: October 2011

BOE APPROVAL:

UNIT 1 OVERVIEW COURSE TITLE: Science – Grade 4UNIT #: 1UNIT TITLE: Systems and Cycles

UNIT DESCRIPTION: A conceptual study of the classification of living things, life cycles, the human body systems, ecosystems, and the energy transfer within ecosystems.

ENDURING UNDERSTANDINGS/GENERALIZATIONS GUIDING QUESTIONS

Students will understand that:1. Living things grow, and develop according to life

cycles.2. What is a life cycle?

What are some life cycles of plants?What are some life cycles of animals?

2. To stay alive, people depend on body systems that work together.

3. How does your body get oxygen and nutrients?How does your body think and move?What are the major systems in the body?What is the purpose and what are the parts of each system?How are the systems related?How do the body systems work together to make the body function?

3. Ecosystems are made up of both living and nonliving parts that all impact one another.

4. What are the parts of an ecosystem?What factors influence ecosystems?What are populations and communities?How do humans affect ecosystems?

4. Living things get energy from the sun or from other living things.

5. Living things of long ago compare with those of today.

5. What are the roles of living things?How do living things get energy?

6. What are fossils and how do they form?How do plants and animals change over time? What are some causes of extinction?

Theme:Systems and Cycles

Conceptual Lens:Systems/Cycles

LiteratureButterflies in the GardenBrilliant BeesA Log’s LifeOne Tiny TurtleWhat Do You Do When Something Wants to Eat You?Cells and SystemsThe Human Body: From Head to Toe

Math

Numerical OperationsGeometry and MeasurementPatterns and AlgebraData Analysis and Probability

Social Studies

Inventions (Microscope)MappingBehavior: (Migrating Populations)

Career/Workplace Readiness

ScientistBiologistBotanistDoctor

Art

Draw PlantsPlant IllustrationsMake a Mobile

CURRICULUM – Unit PlanCourse Title: Science Grade 4 Core Content Standards and Cumulative Progress Indicators:Unit Title: Unit 1 Systems and Cycles 5.1A.1-2 5.1.A.4 5.1.B.2 5.3.C.1Time Allocation: 7 Weeks 5.3.D.1 5.4.C.1 5.4.C.3 5.5.C.1Conceptual Lens: The World of Living Things 5.5.A.3 5.5.B.2 5.8.B.2

A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 2 – Life Cycles

Lesson 2: 3 Days

WHAT AE SOME LIFE CYCLES OF PLANTS?

Content A plant has many stages as

part of its life cycle: germination, seeding, and flowering.

Skills1. Observe how seeds

germinate.2. Describe the stages in a life

cycle of flowering plants.3. Describe how plants

reproduce using only spores.

1. Harcourt HSP New Jersey Science Textbook © 2009, “What Are Some Life Cycles of Plants?” pages 98-109

2. Investigate: “Sprouting Seeds” page 100

3. Lab Manual pages 38-40.4. Transparencies IS 2-2, RS

2-2, GO 2-25. Activity Video/DVD 4620

1. Harcourt HSP New Jersey Science Textbook and teacher’s kit materials.

2. See Lesson Planner Resource Pages

3. Web Sites

Portfolios/Journal Quiz Tests Teacher Observations Rubrics Dialogues Performance Task Student Evaluations Self & Peer Evaluations Lab Projects Notebooks/Journals Prompts

Unit Theme:Systems and Cycles

Conceptual Lens:The World of Living Things

Instructor:Subject: ScienceGrade Level: 4thTime Frame: 3 daysDate(s):

Critical Content

Skills

Living things inherit traits, grow, and develop according to life cycles.

Enduring Understanding(s)

Guiding Questions

Sample Instructional ActivitiesStandards

Standards

F – What are some life cycles of plants?

F – How do seeds germinate?

F – What are the stages in the life cycle of a flowering plant?

C – What do plants need to make their own food?

F – Factual questionC – Conceptual question

A plant has many stages as part of its life cycle: germination, seedling, and flowering.5.1.A.15.5.A.35.5.B.25.5.C.1

Harcourt HSP New Jersey Science © 2009 Textbook: “What are Some Life Cycles of Plants?” pages 98-109.

Investigate: “Sprouting Seeds” page 100

Lab Manual pages 38-40.

Transparencies IS 2-2, RS 2-2, GO 2-2

Activity Video / DVD 4620

construct modelsformulate hypothesismake inferencesobservepredictseek and report informationmain idea and detailsidentify and describe

5.1.A.15.5.A.35.5.B.25.5.C.1

Assessment StrategiesInstructional Strategies

Materials/Resources Teacher Notes

Differentiated InstructionalStrategies_x_Multiple Intelligences

_x_Cooperative Learning__Jigsaw Learning_x_Response Strategies_x_Think/Pair/Share_x_Peer Practice_x_Lab__Learning Centers__Cross-age __Tutoring/Collaboration_x_Teacher Directed_x_Modeling (Teacher/Student)_x_Inquiry/Exploration__Constructivism (Tech)_x_KWL/Graphic Organizers_x_Technology/Electronic

CHALLENGED_x_Hands-on/manipulative_x_Study Buddies_x_Small Group_x_Direct Instruction/Re-Direct_x_Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback

__Portfolios/Journal_x_Quiz_x_Tests_x_Teacher Observations_x_Rubrics__Dialogues__Performance Task__Student Evaluations_x_Self & Peer Evaluations_x_Lab_x_Projects_x_Notebooks/Journals__Prompts__Electronic Assessment

Harcourt HSP New Jersey Science Life Science

HSP New Jersey Science-Teacher’s Inquiry Tool Kit

Lesson Planner Resource Pages

See Appendix for Additional Activities

ENRICHED_x_Independent Study_x_Student/Model/ Instructor_x_Advanced Peer Study Groups_x_Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources

CURRICULUM – Unit PlanCourse Title: Science Grade 4 Core Content Standards and Cumulative Progress Indicators:Unit Title: Unit 1 Systems and Cycles 5.1A.1-2 5.1.A.4 5.1.B.2 5.3.C.1Time Allocation: 7 Weeks 5.3.D.1 5.4.C.1 5.4.C.3 5.5.C.1Conceptual Lens: The World of Living Things 5.5.A.3 5.5.B.2 5.8.B.2

A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 2 – Life Cycles

Lesson 3: 3 Days

WHAT ARE SOME LIFE CYCLES OF ANIMALS?

Content An animal has many stages in

its life cycle. Animals grow and develop

differently.

Skills1. Order the stages of an

animal’s life cycle.2. Describe the stages of an

animal’s life cycle.3. Describe how some animals

grow and develop.

1. Harcourt HSP New Jersey Science © 2009 Textbook “What Are Some Life Cycles of Animals?” pages 110-119

2. Investigate: “Animal Life Cycles” page 112



1. Harcourt HSP New Jersey Science © 2009 Textbook and teacher’s kit materials.


3. Web Sites





Critical Content

Skills

Living things inherit traits, grow, and develop according to life cycles.


Guiding Questions


Standards

F – What are some life cycles of animals?

F – What are the stages of an animal’s life cycle?

F – How do animals grow and develop?


An animal has many stages in its life cycle.

Animals grow and develop differently.5.1.A.15.3.C.15.3.D.15.4.C.35.5.A.35.5.B.25.5.C.15.8.B.2

Harcourt HSP New Jersey Science Textbook “What are Some Life Cycles of Animals?” pages 110-119.

Investigate: “Animal Life Cycles” page 112





5.1.A.15.3.C.15.3.D.15.4.C.35.5.A.35.5.B.25.5.C.15.8.B.2












CURRICULUM – Unit PlanCourse Title: Science Grade 4 Core Content Standards and Cumulative Progress Indicators:Unit Title: Unit 1 Systems and Cycles 5.1A.1-2 5.1.B.1 5.1.B.2 5.1.C.1Time Allocation: 7 Weeks 5.4.C.3 5.5.A.1 5.8.B.2Conceptual Lens: The World of Living Things

A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 3 – Adaptations

Lesson 3: 3 Days

HOW DO LIVING THINGS OF THE PAST COMPARE WITH THOSE OF TODAY?

Content Living things of long ago have

similarities and differences to those of today.

Skills1. Make a model to infer how

fossils form2. Describe how plants and

animals have changed over time.

3. Describe the causes of extinction.

1. Harcourt HSP New Jersey Science © 2009 Textbook “How Do Living Things of the Past Compare with Those of Today?” pages 148-157

2. Investigate: “Make a Fossil” page 150-151

3. Lab Manual pages 524. Transparencies IS 3-35. Insta-Lab: Fossil Quiz –

page 1546. Reading Support and

Homework – RS 23-24


2. White glue3. Sugar cubes4. Strainer5. Modeling clay





Critical Content

Skills

LIVING THINGS OF THE PAST COMPARE WITH THOSE OF TODAY.


Guiding Questions


Standards

F – What is a fossil?F – What do fossils tell us about the past?F – What is extinction?C – How do plants and animals change over time?C – What are some causes of extinction?


Fossils are the remains or traces of a plant or an animal that lived long ago.Animals and plants of the past were like animals and plants of today in many ways.Some plants and animals have not changed much over time.

5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4

Harcourt HSP New Jersey Science © 2009Textbook “How Do Living Things of the Past Compare with Those of Today?” pages 148-157.

Investigate: “Make a Fossil” page 150-151.


Transparencies IS 3-3, RS 23-24

Insta-Lab: Fossil Quiz (page 154)


5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4


A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 4 – The Human Body

Lesson 1: 5 Days

HOW DOES YOUR BODY GET OXYGEN AND NUTRIENTS?

Content Tissues and organs form

systems. The respiratory system

delivers oxygen to all cells in the body and to get rid of carbon dioxide.

The digestive system breaks down food into nutrients the body can use.

The circulatory system carries oxygen and nutrients throughout the body.

Skills1. Check pulse rates2. Describe the functions of

blood vessels.Describe how oxygen and nutrients travel through the body.

1. Harcourt HSP New Jersey Science © 2009 Textbook: “How Does Your Body Get Oxygen and Nutrients?” pages 164-177

2. Investigate Activity: “Pulse Rates” page 166-167.

3. Lab Manual pages 53-554. Transparencies: IS 4-1, RS




3. Web Sites





Critical Content

Skills

To stay alive, people depend on body systems that work together.


Guiding Questions


Standards

F – How does your body get oxygen and nutrients?F – How does exercise affect the heart?F – What are the jobs of the respiratory and circulatory systems?F – How do the circulatory and respiratory systems work together to distribute oxygen and nutrients to the body’s cells?C – What are the building blocks for tissues?C – What types of tissues are in your body?


Tissues and organs form systems.The respiratory system delivers oxygen to all cells in the body and to get rid of carbon dioxide.The digestive system breaks down food into nutrients the body can use.The circulatory system carries oxygen and nutrients throughout the body

5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4

Harcourt HSP New Jersey Science © 2009Textbook “How Does Your Body Get Oxygen and Nutrients?” pages 164-177.

Investigate: “Pulse Rates” page 166-167.





5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4




_x_Cooperative Learning__Jigsaw Learning_x_Response Strategies_x_Think/Pair/Share_x_Peer Practice_x_Lab__Learning Centers__Cross-age __Tutoring/Collaboration_x_Teacher Directed_x_Modeling (Teacher/Student)_x_Inquiry/Exploration__Constructivism (Tech)_x_KWL/Graphic Organizers__Technology/Electronic







Web Sites:

http://edtech.kennesaw.edu/web/humanbo.html http://www.kidshealth.org/kid/closet/ http://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html http://www.kidshealth.org/kid/htbw/htbw_main_page.html http://library.thinkquest.org/5777/tour.htm http://www.picadome.fcps.net/lab/currl/human_body/default.htm http://yucky.discovery.com/teachercenter/pg000064.htm



A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 4 – The Human Body

Lesson 2: 5 Days

HOW DOES YOUR BODY THINK AND MOVE?

Content The nervous system acts as

the body’s control system. The bones support the body,

protect organs, and make blood cells.

Muscles work with bones to move the body.

Skills1. Investigate how touch is

sensed.2. Describe the role of the

nervous system and tell how it carries out its jobs.

3. Describe the role of the digestive system and the events during digestion.

7. Harcourt HSP New Jersey Science © 2009 Textbook “How Does Your Body Think and Move?” pages 178-189

8. Investigate: “The Sense of Touch” page 180

9. Lab Manual pages 56-58.10.Transparencies IS 4-2, RS

4-2, GO 4-211.Activity Video/DVD 4605



8. Web Sites





Critical Content

Skills

To stay alive, people depend on body systems that work together.


Guiding Questions


Standards

F – How does your think and move?F – What are the jobs of the nervous, muscular, and skeletal systems?F – How do the skeletal and muscular systems work together to move the body?C – How do skeletal muscles work?C – How do muscles work with other body systems to do their jobs?


The nervous system acts as the body’s control system.The bones support eh body, protect organs and make blood cells.Muscles work with bones to move the body.

5.2.A.35.2.B.15.2.B.25.2.C.25.2.D.15.5.A.35.5.A.4

Harcourt HSP New Jersey Science © 2009 Textbook “How Does Your Body Think and Move?” pages 178-189.

Investigate: “The Sense of Touch” page 180.





5.2.A.35.2.B.15.2.B.25.2.C.25.2.D.15.5.A.35.5.A.4







Harcourt HSP New Jersey Science Textbook Life Science




Web Sites:

http://edtech.kennesaw.edu/web/humanbo.html http://www.kidshealth.org/kid/closet/ http://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html http://www.kidshealth.org/kid/htbw/htbw_main_page.html http://library.thinkquest.org/5777/tour.htm http://www.picadome.fcps.net/lab/currl/human_body/default.htm http://yucky.discovery.com/teachercenter/pg000064.htm



A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 5 – Understanding Ecosystems

Lesson 1: 3-4 Days

What Are the Parts of an Ecosystem?

Content Living things grouped together

make up ecosystems.

Skills1. Construct a model of an

ecosystem2. Explain how the living and

nonliving parts of an ecosystem interact.

3. Define population and community.

1. Harcourt HSP New Jersey Science © 2009 Textbook “What Are the Parts of an Ecosystem?” pages 200-207

2. Investigate: “Modeling an Ecosystem” page 200-201

3. Lab Manual pages 654. Insta-Lab: Eeek! Oh

System! page 2055. Activity Video/DVD 46066. Reading Support and

Homework – RS 32-33



3. Web Sites4. Gravel5. Small plants6. Empty 2-Liter soda bottles7. Sand8. Soil9. Water spray bottle10.Clear plastic wrap





Critical Content

Skills

Living things grouped together make up an ecosystem.


Guiding Questions


Standards

F – What is an environment?F – What is an ecosystem?F – What is population?F – What is community?C – How is a community different from an ecosystem?C – What are some ways living things in a community depend on one another?


All living and nonliving parts of an ecosystem affect one another.It is beneficial for an animal to be able to live in more than one kind of ecosystem.

5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4

Harcourt HSP New Jersey Science © 2009Textbook “What Are the Parts of an Ecosystem?” pages 200-207.

Investigate: “Modeling an Ecosystem” page 200-201.


RS 32-33


Insta-Lab: Eeek! Oh System! page 205


5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4



Lesson 2: 4 Days

WHAT FACTORS INFLUENCE ECOSYSTEMS?

Content Living and nonliving things

influence ecosystems.

Skills1. Observe how water affects an

ecosystem.2. Explain how biotic and abiotic

factors affect an ecosystem.3. Describe how climate affects

ecosystems.

1. Harcourt HSP New Jersey Science © 2009 Textbook “What Factors Influence Ecosystems?” pages 208-219

2. Investigate: “Observing the Effects of Water” pages 210-211

3. Lab Manual pages 68.4. Transparencies IS 5-2, RS

5-25. Activity Video/DVD 46076. Insta-Lab: Super Soil! page

2147. Reading Support and

Homework RS34-35



3. Web Sites4. Soil samples5. Plants in clay pots





Critical Content

Skills

Various Factors Influence Ecosystems.


Guiding Questions


Standards

F – What is biotic? F – What is abiotic?F - What is diversity?C – How do biotic and abiotic factors affect ecosystems?C – How does climate affect an ecosystem?


Biotic factors are living parts of an ecosystem.Abiotic factors are nonliving parts of an ecosystem.Biotic and abiotic factors of an ecosystem are equally important. Climate affects the kinds of plants and animals in an ecosystem.

5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4

Harcourt HSP New Jersey Science © 2009Textbook “What Factors Influence Ecosystems?” pages 208-219.

Investigate: “Observing the Effects of Water” page 210-211.




Insta-Lab: Super Soil page 214

Reading SUpport and Homework RS 34-35construct modelsformulate hypothesismake inferencesobservepredictseek and report informationmain idea and detailsidentify and describe

5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4



Lesson 3: 3-4 Days

HOW DO HUMANS AFFECT ECOSYSTEMS?

Content Humans can have an impact

on ecosystems.

Skills1. Observe the effects of erosion2. Explain how humans use

resources3. Describe positive and

negative ways humans affect ecosystems.

1. Harcourt HSP New Jersey Science © 2009 Textbook “How Do Humans Affect Ecosystems?” pages 220-231

2. Investigate: “Losing It: Observing Erosion” page 222-223

3. Lab Manual pages 714. Transparencies IS 5-3, RS

5-35. Activity Video/DVD 46216. Insta-Lab: Acid or Not?

page 2277. Reading Support and

Homework RS 36-37



3. Web Sites4. Soil5. Small rocks6. Water7. Plastic foam trays8. Measuring cups9. PH paper





Critical Content

Skills

Humans affect ecosystems.


Guiding Questions


Standards

F – What is pollution?F- What is a natural resource?F – What is habitat restoration?F – HGow do humans use resources?C – What are the positive and negative affects humans have on an ecosystem?


Some natural resources are renewable.Natural resources need to be protected so that humans and other living things can survive on Earth.5.1.A.1

5.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4

Harcourt HSP New Jersey Science © 2009Textbook “How Do Human Affect Ecosystems?” pages 220-231.

Investigate: “Losing It: Observing Erosion” page 222-223.




Insta-Lab: Acid or not? page 227

Reading Support and Homework – RS 36-37construct modelsformulate hypothesismake inferencesobservepredictseek and report informationmain idea and detailsidentify and describe

5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4

CURRICULUM – Unit PlanCourse Title: Science Grade 4 Core Content Standards and Cumulative Progress Indicators:Unit Title: Unit 1 Systems and Cycles 5.1.A.1 5.1.A.2 5.1.B.1 5.1.B.2Time Allocation: 7 Weeks 5.3.A.3 5.3.B.2 5.3.C.1 5.3.C.2Conceptual Lens: The World of Living Things 5.3.D.1

A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 6 – Energy Transfer and Ecosystems

Lesson 1: 5 Days

WHAT ARE THE ROLES OF LIVING THINGS?

Content Living things get energy from

the sun or other living things?

Skills1. Explain how living things use

the energy from sunlight.2. Describe how living things

relate to each other.3. Describe how living things get

energy from other living things.

1. Investigate Activity : “Decomposing Bananas” pg.240

2. Lab Manual pages 72-743. Transparencies: IS 6-1, RS

6-1, GO 6-14. DVD 46105. Insta-Labs: Who’s an

Omnivore? P. 245



3. Web Sites




Instructor:Subject: ScienceGrade Level: 4thTime Frame: 1 weekDate(s):

Critical Content

Skills

Living things get energy from the sun or from other living things.


Guiding Questions


Standards

F – What are the roles of living things?F – How does yeast decay bananas?F – How do living things use the energy from sunlight?C – How are herbivores, carnivores, and omnivores the same and different?


Living things get energy from the sun or other living things?5.1.A.15.1.A.25.1.B.15.1.B.25.1.C.15.4.C.35.5.A.15.8.B.2

Investigate Activity “Decomposing Bananas “ pg.240

Lab Manual p.72-74

Transparencies: IS 6-1 RS 6-1 GO 6-1

DVD 4610

Insta-Labs: Who’s an Omnivore? P. 245


5.1.A.15.1.A.25.1.B.15.1.B.25.1.C.15.4.C.35.5.A.15.8.B.2












CURRICULUM – Unit PlanCourse Title: Science Grade 4 Core Content Standards and Cumulative Progress Indicators:Unit Title: Unit 1 Systems and Cycles 5.1.A.1 5.1.A.2 5.1.B.1 5.1.B.2Time Allocation: 7 Weeks 5.3.A.3 5.3.B.2 5.3.C.1 5.3.C.2Conceptual Lens: The World of Living Things 5.3.D.1

A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 6 – Energy Transfer and Ecosystems

Lesson 2: 5 Days

HOW DO LIVING THINGS GET ENERGY?

Content Living things pass energy

through an ecosystem.

Skills1. Plan and construct a food

chain.2. Explain ho consumers depend

on other living things.3. Describe how energy moves

through food chains and food webs.

1. Harcourt HSP New Jersey Science © 2009 Textbook “How Do Living things Get Energy?” pages 248-259

2. Investigate: “Make a Food Chain” page 250

3. Insta-Lab: “Chain of Life” page 255





3. Web Sites




Instructor:Subject: ScienceGrade Level: 4thTime Frame: 1 weekDate(s):

Critical Content

Skills

Living things get energy from the sun or from other living things.


Guiding Questions


Standards

F – How do living things get energy?

F – How do consumers depend on other living things?

F – How does energy move through food chains and food webs?

C – What is a habitat?

C – What is a niche?


Living things pass energy through an ecosystem.5.1.A.15.1.A.25.1.B.15.1.B.25.1.C.15.4.C.35.5.A.15.8.B.2

Harcourt HSP New Jersey Science © 2009 Textbook “How Do Living things Get Energy?” pages 248-259

Investigate: “Make a food chain” page 250

Insta-Lab “Chain of Life” pg. 255





5.1.A.15.1.A.25.1.B.15.1.B.25.1.C.15.4.C.35.5.A.15.8.B.2

UNIT 2 OVERVIEW COURSE TITLE: Science – Grade 4

UNIT #: 2

UNIT TITLE: Rocks and Minerals

UNIT DESCRIPTION: A conceptual study of the minerals.

ENDURING UNDERSTANDINGS/GENERALIZATIONS GUIDING QUESTIONS Students will understand that:

1. The distinctive properties of minerals determine their classification 1. What are the properties of minerals?What is a mineral?

2. The properties of minerals determine their use as a resource 2. What are some common minerals used in everyday life?Why do people choose certain minerals for specific tasks?

Theme:Rocks & Minerals

Conceptual Lens:Cycles and Change

LiteratureHSP Website:

Activity Video/DVD for each lesson MathChartsGraphs

MeasurementScale/RatioFractions

Problem Solving

Social StudiesMapsGeographyIndustryNatural Resources

Career/Workplace ReadinessJewelers

GemologistsGeologists

VolcanologistsSeismologists

Potters

Unit 3 Overview of 54

CURRICULUM – Unit PlanCourse Title: Science Grade 4 Core Content Standards and Cumulative Progress Indicators:Unit Title: Unit 2 Rocks and Minerals 5.1A.1 5.1.B.1 5.2.A.3 5.2.B.1-2Time Allocation: 1-2 Days 5.2.C.2 5.4.A.1 5.4.B.1 5.8.A.1Conceptual Lens: Cycle Changes

A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 7 – Rocks and Minerals

Lesson 3: 1-2 Days

WHAT ARE MINERALS?

Content A mineral is a solid, non-living

substance that occurs naturally in rocks or in the ground.

Skills1. Describe what minerals are.

1. Transparency RS 7-12. Harcourt Minerals pgs. 280-

281

1. Harcourt Textbook HSP New Jersey Science © 2009

2. Harcourt Teacher’s Equipment Kit C

Portfolios/ Journal Quiz Tests Teacher Observations Rubrics Dialogues Performance Task Student Evaluations Self & Peer Evaluations Lab Projects Notebooks/ Journals Prompts



Unit Theme:Earth’s Surface

Conceptual Lens:Cycle Changes

Instructor:Subject: ScienceGrade Level: 4Time Frame: 1-2 daysDate(s):

Critical Content

Skills

A mineral is a solid, nonliving substance that occurs naturally in rocks or in the ground.


Guiding Question


Standards

F – What are minerals?


1. A mineral is a solid, non-living substance that occurs naturally in rocks or in the ground.

5.1.A.15.1.B.15.2.A.35.2.B.15.2.B.25.2.C.25.4.A.15.4.B.1

1. Transparency RS 7-12. Harcourt “Minerals” pages

280-281

Make inferences from observations.

Compare and contrast the physical properties of objects

Main Idea and details.

5.1.A.15.1.B.15.2.A.35.2.B.15.2.B.25.2.C.25.4.A.15.4.B.1



Differentiated InstructionalStrategies__Multiple Intelligences

x_Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practicex_Lab__Learning Centers__Cross-age __Tutoring/Collaborationx_Teacher Directed__Modeling (Teacher/Student)x_Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/Electronic

CHALLENGEDx_Hands-on/manipulative

__Study Buddiesx_Small Group

x_Direct Instruction/Re-Direct__Task Analysis /Modification

__Audio Tapes__Multiple Intelligences

x_Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)

__Interval Feedback

x_Portfolios/Journalx_Quiz__Testsx_Teacher Observationsx_Rubrics__Dialoguesx_Performance Task__Student Evaluations__Self & Peer Evaluationsx_Labx_Projectsx_Notebooks/Journalsx_Prompts__Electronic Assessment

Harcourt Textbook New Jersey HSP Science

Harcourt Teacher’s Inquiry Tool kit Lesson Planner Resource Pages

See additional activities in the appendix.

ENRICHEDx_Independent Study

__Student/Model/ Instructor__Advanced Peer Study Groups

x_Technology/Electronic__Mentorship w/ HS

__Metacognitive Strategiesx_Access to Expanded/Advanced Resources

UNIT 3 OVERVIEW

COURSE TITLE: Science – Grade 4

UNIT #: 3

UNIT TITLE: Forces & Motion

UNIT DESCRIPTION: Forces are how all matter interacts. All movement begins and ends when a force interacts with an object. Simple machines can be thought of as systems for changing forces in order to do work.

ENDURING UNDERSTANDINGS/GENERALIZATIONS GUIDING QUESTIONS Students will understand that:

1. Motion can be measured and described. 1. What is velocity?2. What is acceleration?3. How are velocity and acceleration related?4. How do forces cause acceleration?

2. Motion is influenced by forces such as gravity, weight and mass.

1. What is gravity?2. What is weight?3. What is friction?4. What does weight measure?5. How does weight differ from mass?

3. Pushing and pulling can change the position and motion of an object.

1. What is position?2. What is motion?3. What is speed?4. How can we measure the change in speed, direction, and

position of an object?


4. Static electricity is an electrical charge that builds up on an object.

5. Current electricity is a steady stream of charges that moves through certain materials.

1. What is static electricity?2. What causes static electricity?3. What is a charge?4. What happens to objects with like charges?5. What happens to objects with unlike charges?

1. How does current electricity flow?2. How can electrical current be broken? 3. What materials could be used as conductors and insulators? 4. How is a battery a source of electrical energy?


Theme:Energy

Conceptual Lens:Forces & Motion

LiteratureHSP Website:

Activity Video/DVD for each lesson MathChartsGraphs

MeasurementScale/RatioFractions

Problem Solving

Social StudiesTrace the history of simple machines throughout the years. How has the development of simple machines changed?

Career/Workplace ReadinessDiscuss various occupations and job that use forces and motion as part of their everyday duties


CURRICULUM – Unit PlanCourse Title: Science Grade 4 Core Content Standards and Cumulative Progress Indicators:Unit Title: Unit 3 Physical Science 5.1.A.1-2, 4 5.1.B.1-2 5.1.C.1 5.3.A.1, 3Time Allocation: 6 Weeks 5.3.B.1-2 5.3.C.2 5.3.D.1 5.4.A.1Conceptual Lens: Forces & Motion 5.4.B.1 5.4.C.1-3 5.7.A.1-2

A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 15 – Making and Using Electricity

Lesson 1: 7-8 Days

WHAT IS ELECTRICITY?

Content Gaining or losing electrons

causes matter to become electrically charged.

Skills1. The students will explain

static and current electricity.2. The students will construct a

simple circuit.3. The students will recognize

how electricity moves in a circuit.

1. Investigate: Light a Bulb pages 604-605. Lab Manual page 174

2. Transparency IS 15-13. HSP NJ Science Student

Textbook pages 606-615 (eliminate pages 610-611)

4. Insta-Lab: “Pull Together or Push Apart” page 607

5. Transparency RS 15-16. Utilize Van de Graff

Generator to complete various static electricity activities

7. Reading Support and Homework pages RS 108-109


2. Van de Graff Generator3. D-cell batteries and holders4. Flashlight bulbs and holders5. Masking tape6. Insulated electric wire (with

stripped ends)7. Switches

Performance Assessments Quizzes Tests Prompts Observations Dialogues Student Self-Assessments Peer-assessments Work samples Experiment Sheets Projects Notebooks Oral presentations


Unit Theme: PHYSICAL SCIENCEConceptual Lens:Forces & Motion

Conceptual Lens:


Critical Content

Skills

Electricity is made of positive and negative charges that flow through circuits.


Guiding Questions

Suggested ActivitiesStandards

Standards

F– What is electricity?

F- How does electricity flow?

C- How are static and current electricity alike and different?

Opposite charges attract, and pull toward each other. Same charges repel, or move away from each other. Current electricity is charges in motion, and static electricity is a buildup of charges in one place.

5.1.A.15.7.A.2

Harcourt HSP New Jersey Science © 2009Textbook “What is Electricity?” pages 602-615 (eliminate pages 610-611).Transparency IS 15-1Investigate: Light a Bulb pages 604-605Lab Manual 174-175Insta-lab: Pull Together or Push Apart page 607Utilize Van de Graff Generator to complete various static electricity activities.

Recognizing forcesRaise questions

5.1.A.15.7.A.2





x_Cooperative Learning__Jigsaw Learningx_Response Strategies__Think/Pair/Sharex_Peer Practicex_Lab__Learning Centers__Cross-age __Tutoring/Collaborationx_Teacher Directed__Modeling (Teacher/Student)x_Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers_x_Technology/Electronic


x_Study Buddies__Small Group



__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)

__Interval Feedback

__Portfolios/Journalx_Quiz__Testsx_Teacher Observations__Rubricsx_Dialogues__Performance Task__Student Evaluationsx_Self & Peer Evaluationsx_Labx_Projectsx_Notebooks/Journals__Prompts__Electronic Assessment

Text: HSP Science – Unit FLab ManualTransparenciesActivity Video / DVDLesson Planner Resource PagesBill Nye VideosLiterature and Reference BooksInquiry Tool Kit

See appendix for additional activities.

ENRICHEDx_Independent Study__Student/Model/ Instructor__Advanced Peer Study Groupsx_Technology/Electronic__Mentorship w/ HS__Metacognitive Strategiesx_Access to Expanded/Advanced Resources



A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONCHAPTER 15 – MAKING AND USING ELECTRICITY

LESSON 2: 6-7 DAYS

HOW ARE ELECTRICITY AND MAGNETISM RELATED?

MAGNETS ATTRACT AND REPEL SPECIFIC MATERIALS

THE MAGNETIC POLES ARE THE PARTS OF THE MAGNET IN WHICH ITS FORCE IS THE STRONGESTTHE MAGNETIC FIELD IS THE SPACE AROUND THE MAGNET IN WHICH THE FORCE OF THE MAGNET ACTS

Investigate: Can Electricity Make a Magnet? Lab Manual page 177

Transparency IS 15-2 Insta-Lab: Needle Dance

page 623 HSP NJ Science Student

Textbook pages 618-623


2. Bar magnets3. Small compass4. Sheet of cardboard5. Tape6. D-cell battery7. Insulated wire with

stripped ends



Unit Theme:Physical Science

Conceptual Lens:Forces and Motion

Instructor:Subject: ScienceGrade Level: 4thTime Frame: 6-7 daysDate(s):

Critical Content

Skills

Electricity and magnetism are related.


Guiding Questions


Standards

F – What is a magnet?F – What are magnetic poles?F – What are magnetic fields?C – How can you make some objects magnetic?C – How are a magnets magnetic force and magnetic field different?


Magnets are objects that attract iron and some other metals.Magnetic poles are parts of a magnet at which its force is strongest.Magnetic field is the space around the magnet in which the force of the magnet acts.

5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4

Harcourt HSP New Jersey Science © 2009Textbook “How Are Electricity and Magnetism Related??” pages 616-623 (ELIMINATE pages 624-629).Investigate: “Can Electricity Make a Magnet?” page 618-619.Lab Manual pages 177-178.Transparencies IS 15-2Activity Video / DVD 4010Insta-Lab: Needle Dance page 623


5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4



A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 15 – Making and Using Electricity

Lesson 3: 4-5 Days

WHAT ARE SOME SOURCES OF ELECTRICITY?

Hydroelectric power is electricity generated by falling water, usually water trapped behind a dam.

Geothermal power is the use of Earth’s heat to make electricity.

Solar power is energy from sunlight that is harnessed to meet energy needs.

HSP NJ Science Student Textbook “What Are Some Sources of Electricity?” pages 630-639

Investigate: The Ups and Downs of Energy pages 632-633

Lab Manual page 179-180

Transparency IS 15-3, RS 15-3

Insta-Lab: Solar Heating page 638

Activity / Video DVD 4011

Reading Support & Homework RS 112-113


2. Thermometers



Unit Theme:Physical Science


Instructor:Subject: ScienceGrade Level: 4thTime Frame: 4-5 daysDate(s):

Critical Content

Skills

There are many sources of electricity.


Guiding Questions


Standards

F – What is potential energy?F – What is kinetic energy?F – What is hydroelectric power?F – What is geothermal energy?F – What is solar energy?C- How do potential and kinetic energy create hydro electric power?C – What are some sources of electricity?


Energy can be potential or kinetic.Energy can come from hydroelectric power, geothermal power, and solar power.5.1.A.1

5.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4

Harcourt HSP New Jersey Science © 2009Textbook “What Are Some Sources of Electricity?” pages 630-639 (ELIMINATE pages 634-635)Investigate: “The Ups and Downs of Energy” page 632-633.Lab Manual pages 179-180.Transparencies IS 15-3, Activity Video / DVD 4011Insta-Lab: Solar Heating page 638Reading Support and Homework – RS 112-113


5.1.A.15.1.A.25.1.B.15.1.B.25.4.B.15.5.A.35.5.A.4



A. CONTENT/SKILLS B. LEARNING ACTIVITIES C. SUGGESTED MATERIALS D. STUDENT EVALUATIONChapter 16 – Forces & Motion

Lesson 1: 4-5 Days

HOW IS MOTION DESCRIBED AND MEASURED?

Content The motion of an object can

vary in speed and direction.

Skills1. The students will observe

and record changes of position.

2. The students will explain how to measure motion

3. The students will compare the motion of various objects.

4. The students will define motion.

5. Students will learn how to measure speed.

1. HSP NJ Science Student Textbook pages 656-665

2. Investigate: Walk this Way page 658

3. Lab Manual 184-1864. Transparencies IS 16-1, RS

16-1, GO 16-15. Activity / Video DVD 40136. Reading Support and

Homework pages RS 117-118

7. Insta-Lab “Fast Walk, Slow Walk” page 663




Unit Theme: Forces & Motion


Conceptual Lens:


Critical Content

Skills

Motion can be measured and described. It is influenced by forces such as gravity.


Guiding Questions


Standards

What is position?

What is motion?

What is speed?

How can we measure the change in speed, direction, and position of an object?

The motion of an object can vary in speed and direction.5.1.A.15.3.D.15.4.C.15.4.C.3

HSP NJ Science Student Textbook pages 656-665Investigate: Walk this Way page 658Lab Manual 184-186Transparencies IS 16-1, RS 16-1, GO 16-1Activity / Video DVD 4013Reading Support and Homework pages RS 117-118Insta-Lab “Fast Walk, Slow Walk” page 663

Raise QuestionsUse tables and graphsDescribeIdentify a problem and solution

5.1.A.15.3.D.15.4.C.15.4.C.3





x_Cooperative Learning__Jigsaw Learningx_Response Strategies__Think/Pair/Sharex_Peer Practicex_Lab__Learning Centers__Cross-age __Tutoring/Collaborationx_Teacher Directed__Modeling (Teacher/Student)x_Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/Electronic






__Interval Feedback

__Portfolios/Jo/Journalx_Quiz__Testsx_Teacher Observations__Rubricsx_Dialogues__Performance Task__Student Evaluationsx_Self & Peer Evaluationsx_Labx_Projectsx_Notebooks/Journals__Prompts__Electronic Assessment






Lesson 2: 4-5 Days

WHAT IS ACCELERATION?

Content Pushing and pulling can

change the position and motion of an object.

The change in the position and motion of an object is related to the strength of the force.

Skills1. The students will observe

how a force affects matter.2. The students will describe

how velocity and acceleration are related.

3. The students will explain how force and mass affect acceleration.


2. Investigate: Which Way the Ball Blows page 668

3. Lab Manual 187-1894. Transparencies IS 16-2,

RS 16-2, GO 16-25. Activity/Video DVD 40146. Reading Support and


7. Insta-Lab: “Spring Scale Follow the Leader” page 673






Conceptual Lens:


Critical Content

Skills



Guiding Questions


Standards

What is velocity?

What is acceleration?

How are velocity and acceleration related?

How do forces cause acceleration?

Pushing and pulling can change the position and motion of an object.The change in the position and motion of an object is related to the strength of the force.

5.1.A.15.4.C.15.7.A.1

HSP NJ Science Student Textbook pages 666-675Investigate: Which Way the Ball Blows page 668Lab Manual 187-189Transparencies IS 16-2, RS 16-2, GO 16-2Activity / Video DVD 4014Reading Support and Homework pages RS 119-120Insta-Lab “Spring Scale Follow the Leader” page 673

Raise QuestionsDescribeRecognize changes

5.1.A.15.4.C.15.7.A.1











__Interval Feedback




ENRICHEDx_Independent Study

__Student/Model/ Instructor__Advanced Peer Study Groups

x_Technology/Electronic__Mentorship w/ HS

__Metacognitive Strategiesx_Access to Expanded/Advanced Resources



Lesson 3: 4-5 Days

WHY IS THE FORCE OF GRAVITY IMPORTANT?

Content Some forces are invisible and

can act at a distance. The force of friction acts to

retard motion and to produce heat.

Skills1. The students will observe the

forces involved in circular motion.

2. The students will identify several natural forces including gravity and friction.

3. The students will explain weight and how it is measured.

4. The students will explain how weight differs from mass.


2. Investigate: Making Circular Motion page 678

3. Lab Manual 190-1924. Transparencies IS 16-3, RS

16-3, GO 16-35. Activity / Video DVD 40156. Reading Support and


7. Insta-Lab: “Get the Feel of Friction” page 683

1. Harcourt Textbook HSP 2. New Jersey Science © 2009





Conceptual Lens:


Critical Content

Skills



Guiding Questions


Standards

What is gravity?

What is weight?

What is friction?

What does weight measure?

How does weight differ from mass?

Some forces are invisible and can act at a distance.

The force of friction acts to retard motion and to produce heat.5.1.A.15.1.B.15.1.C.15.1.C.25.4.C.15.7.A.2

HSP NJ Science Student Textbook pages 676-685Investigate: Making Circular Motion page 678Lab Manual 190-192Transparencies IS 16-3, RS 16-3, GO 16-3Activity / Video DVD 4015Reading Support and Homework pages RS 121-122Insta-Lab “Get the Feel of Friction” page 683

Raise QuestionsInquiry and problem solvingDevelop strategiesRecognize and understand safetyProblem solvingRecognize forces

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