Fourth Grade Science Curriculum

Fourth Grade Science Curriculum-Free PDF

  • Date:27 Jul 2020
  • Views:5
  • Downloads:0
  • Pages:33
  • Size:266.83 KB

Share Pdf : Fourth Grade Science Curriculum

Download and Preview : Fourth Grade Science Curriculum


Report CopyRight/DMCA Form For : Fourth Grade Science Curriculum


Transcription:

Board Approved 3 30 17,Unit 1 Physical Science Part 1. Subject Science,Name of Unit Physical Science,Time per Day 30 Minutes approximately. Length of Unit 9 weeks First Semester 42 65 days, Overview of Unit Students experience the science of non living things through relating the. speed of an object to the energy of that object making observations to provide evidence that. energy can be transferred from place to place by sound light heat and electric currents asking. questions and predicting outcomes about the changes in energy that occur when objects collide. applying scientific ideas to design test and refining a device that converts energy from one form. to another,Topic 1 Energy and Speed,Suggested Length of Time 6 14 Days. Essential Questions Student Wondering,What causes things to move faster or slower.
Enduring Understanding Learning Objectives, The student is expected to use evidence to construct an explanation relating the speed of. an object to the energy of that object,Standards Addressed. 4 PS3 A 1 Definitions of Energy The faster a given object is moving the more. energy it possesses,Supporting, Energy Energy can be transferred in various ways and between objects. Use Evidence Use evidence e g measurements observations patterns to. construct or support an explanation or to design a solution to a problem. Board Approved 3 30 17,Detailed Description Instructions. Standard 5E Model Suggested Notes,of Days Read the Teacher Background.
section located under Home,Watch Setup Video,Read Common Misconceptions. Consider how you will structure,science labs and journals When. moving through the first Scope take,time to teach these components. Consider how vocabulary will be,recorded One way to do this is. provide a lotus with important,vocabulary for students to add to.
throughout the Scope, P PS 3 A 1 Engage Assess Prior Day During this lesson students should. Knowledge use background knowledge to,predict what will happen to the. speed of an object if the energy,acting on the object is increased. Teaching Tips 3 Corners Turn and, 4 PS 3 A 1 Engage Hook Day By the end of this lesson students. should determine in which trial they,used the most and least amount of.
4 PS 3 A 1 Explore Scientific 1 Day By the end of this lesson students. Investigation should that the amount of energy,changes depending on the amount. of energy transferred into a system,This will be students first. experience with CER Spend time,facilitating conversations when. completing, 4 PS 3 A 1 Explore Problem 3 6 Days By the end of this lesson students. Based Learning should be able to collaborate to,PBL solve a scientific problem.
This is the first time students,experience the Engineering Design. Process Consider how you will,launch this,Board Approved 3 30 17. 4 PS 3 A 1 Explain 1 Day By the end of this lesson students. STEMscopedia should connect the engage and,explore experiences to the standard. Consider what reading strategies,you want students to practice during. this reading This is a longer text,so consider the jigsaw method.
within the group,Decided if students will complete. the Try Now,Explain Picture Day May Do,Vocabulary If you chose to track vocabulary. with the lotus this day may be,There s a flash card option and. slideshow option,By the end of the lesson students. should be able to connect the,engage and explore to content.
vocabulary, Explain Elaborate 1 2 Days By the end of this lesson students. Teacher Choice should connect science content to,the real world. May do per teacher choice and,student needs,Recommendation Career. Connection,Expand activities could be taught,through a science workshop model. with centers,Consider opportunities to digitally,connect with experts and.
community members on topics,related to this standard. Consider opportunities to explore,current local and global issues. related to this standard, 4 PS 3 A 1 Evaluate Argue 1 Day Model this assessment with students. Claim Evidence to teach process,Reasoning CER, 4 PS 3 A 1 Evaluate Multiple 1 Day Combine as one assessment They. Board Approved 3 30 17,Choice and Open could be copied or assigned.
Ended Response digitally,Assessment Performance Expectation. Assessment Task PEAT,completed after Chemical Processes. Topic 2 Transfer of Energy in Collision,Suggested Length of Time 8 12 Days. Essential Questions Student Wondering, When there is a car pile up caused by a series of cars that rear end one another what. happens to the energy of the car that started the accident. Enduring Understanding Learning Objectives, The student is expected to make observations to provide evidence that energy can be.
transferred from place to place by sound light heat and electric currents. The student is expected to ask questions and predict outcomes about the changes in. energy that occur when objects collide,Standards Addressed. 4 PS3 A 2 Definitions of Energy Energy can be moved from place to place by. moving objects or through sound light or electric currents. 4 PS3 B 1 Conservation of Energy Energy Transfer Energy is present. whenever there are moving objects sound light or heat When objects collide. energy can be transferred from one object to another thereby changing their. motion In such collisions some energy is typically also transferred to the. surrounding air as a result the air gets heated and sound is produced. Supporting, Investigate and Predict Ask questions that can be investigated and predict. reasonable outcomes based on patterns such as cause and effect relationships 4. Phenomenon Explanations Make observations and or measurements to produce. data to serve as the basis for evidence for an explanation of a phenomenon or to. test a design solution 4 PS3 2, Energy Energy can be transferred in various ways between objects 4 PS3 1 4. PS3 2 4 PS3 3 4 PS3 4,Board Approved 3 30 17,Detailed Description Instructions. Standard 5E Model Suggested Notes,of Days Watch Setup Video.
Read the Teacher Background,section located under Home. Read Common Misconceptions, 4 PS3 A 2 Engage Accessing Day During this lesson students should. 4 PS3 B 1 Prior Knowledge use their background knowledge to. APK predict what happens to the energy,of an object when it collides with. another object,Teaching Tips 3 Corners Act it,Model Claim Evidence Response. thinking out loud for students, 4 PS3 A 2 Engage Hook By the end of this lesson students.
4 PS3 B 1 Day should demonstrate how sound,energy can be transferred from one. place to another using cups and a,Conclude with think pair share to. reflect on new learning,Correct any new misconceptions. during share,To shorten to day poke holes and,tie knots prior to lesson. 4 PS3 A 2 Explore Scientific 1 2 Days By the end of this lesson students. 4 PS3 B 1 Investigation should demonstrate how energy. works by using batteries to make a,light bulb light up and a buzzer.
See STEMcoach within lesson,guide for tips,Use Master Materials List to verify. which materials are present or need,to be obtained. Options for taking 2 days based on,Part 1 Day 1 and Part 2. Board Approved 3 30 17,Save just the discuss step for. 4 PS3 A 2 Explore Science 2 3 Days See STEMcoach within lesson. 4 PS3 B 1 Investigation guide for tips,Use Master Materials List to verify.
which materials are present or need,to be obtained. Options for multiple days based on,Part 1 Day 1 and Part 2. Day 1 Design Day 2,Experiment Day 3 Reflect,and Discuss. To shorten activity reduce to two,collision designs. Discuss model proper measurement,and data collection with data table.
Additional support found in lesson,guide under ELL Strategy and. Intervention Strategies,4 PS3 A 2 Explain 1 Day Must Do. 4 PS3 B 1 STEMscopedia By the end of this lesson students. should be able to connect the,engage and explore to the content. vocabulary,Could be done whole group,individually or small groups. Could be printed or assigned,Optional homework in lesson guide.
to connect with energy transfers,observed at home,Explain Picture Day May Do. Vocabulary By the end of this lesson students,should be able to connect the. engage and explore vocabulary to,content vocabulary. There s a flash card option and,slideshow option, Elaborate Teacher 1 2 Days May Do optional per teacher choice. Board Approved 3 30 17,Choice and student needs,By the end of these lessons students.
should connect science content to,the real world,Expand activities could be taught. through a science workshop model,with centers,Consider opportunities to digitally. connect with experts and,community members on topics. related to this standard,Consider opportunities to explore. current local and global issues,related to this standard.
4 PS3 A 2 Evaluate Argue 1 Day Model this assessment with students. 4 PS3 B 1 Claim Evidence to teach process,Reasoning CER. 4 PS3 A 2 Evaluate Multiple 1 Day Combine as one assessment They. 4 PS3 B 1 Choice and Open could be copied or assigned. Ended Response digitally,Assessment Performance Expectation. Assessment Task PEAT,completed after Chemical Processes. Topic 3 Chemical Processes,Suggested Length of Time 8 10 days. Essential Questions Student Wondering,What happens to dry wood as it burns.
Enduring Understanding Learning Objectives, The student is expected to apply scientific ideas to design test and refine a device that. converts energy from one form to another,Standards Addressed. 4 PS3 D 1 Energy in Chemical Processes and Everyday Life The expression. produce energy typically refers to the conversion of stored energy into a desired. form for practical use,Supporting, 4 PS3 D 3 5 Energy can be transferred in various ways and between objects. Board Approved 3 30 17,Detailed Description Instructions. Standard 5E Model Suggested Notes,of Days Notes Watch Setup Video.
Read the Teacher Background, 4 PS3 D 1 Engage Accessing day Recommend projecting the page. Prior Knowledge onto your screen Could use,Corners activity here. By the end of this lesson the,students should be able to use their. background knowledge to record in,their journal which student correctly. defined chemical processes, 4 PS3 D 1 Engage Hook day By the end of this lesson students.
should be able to discuss different,similarities between food and. 4 PS3 D 1 Explore Do 1 1 Day Use master materials list to verify. Activity which materials are present or need,to be obtained. Note ELL and Intervention,Strategies at end of lesson. By the end of this lesson students,should be able to analyze how. energy is being converted in various,forms of transportation.
4 PS3 D 1 Explore Do 2 3 Days Consider how you will introduce. Engineering Expert Roles,Solutions Consider how you will structure the. present opportunity just kids,parents invited,By the end of this lesson students. should be able to design a booth,that has many examples of electrical. energy being converted to other,forms of energy,4 PS3 D 1 Explain 1 Day Must Do. STEMscopedia By the end of this lesson students,should be able to connect the.
engage and explore activities to the,scope standard. Board Approved 3 30 17,4 PS3 D 1 Explain Picture Day May Do. Vocabulary By the end of this lesson students,should be able to connect the. engage and explore activities to the,vocabulary,4 PS3 D 1 Elaborate Teacher 1 2 Days May Do. Choice Additional Expand activities are,optional per teacher choice and.
student needs,Expand activities could be taught,through a science workshop model. with centers,Recommendations Career,Connections eScopedia Interactive. By the end of this lesson students,should be able to connect the. science content to the real world,Consider opportunities to digitally. connect with experts and,community members on topics.
related to this standard,Consider opportunities to explore. current local and global issues,related to this standard. 4 PS3 D 1 Evaluate Assess 2 Day CRE Multiple Choice and Open. Ended Response,Performance Expectation,Assessment Task PEAT. completed as the Engaging,Board Approved 3 30 17,Engaging Scenario. Engaging Scenario An Engaging Scenario is a culminating activity that includes the following. components situation challenge specific roles audience product or performance. Chemical Process Performance Expectation Assessment Task. In this task students model an asteroid hitting a rocket in space Students design and build a. warning system for their rockets, Significant preparation is required Please review prior to assessment.
Rubric for Engaging Scenario, Use the rubric provided in the Chemical Process Performance Expectation Assessment Task. Board Approved 3 30 17,Unit 2 Physical Science Part 2. Subject Science,Name of Unit Physical Science,Time per Day 30 Minutes Minimum. Length of Unit 6 weeks First Semester 26 31 days, Overview of Unit Students experience the science of non living things through developing a. model of waves to describe patterns in terms of amplitude and wavelength and that waves can. Fourth Grade Science Curriculum Course Description In fourth grade students will experience three science domains physical science life science and earth and space science During the physical science unit students learn that energy can be transferred from place to place by sound light heat and electric currents The will describe patterns in terms of amplitude and wavelength and

Related Books