4th Grade Science

 

Essentials Guide

 

 

 

 

 

 


 

Sioux Falls Public School District 49-5

Elementary Science Fourth Grade Curriculum Outline

 

I.             Mission Statement:

The Sioux Falls School District will provide the opportunity for students to participate in science through inquiry to help prepare them to live in a changing world.

 

The Sioux Falls School District will provide the opportunity for students to be health conscious.

           

II.           Fourth Grade Course Description:

In the fourth grade curriculum, students will engage, explore, explain, extend and evaluate concepts of physical science, life science; earth/space science; and science, technology, environment and society.  The health curriculum will provide the opportunity for students to obtain, interpret and understand basic health information and services; and the competence to use such information and services in ways, which enhance their own health.

 

III.          Learning Standards:

Upon completion of the course, the student will be able to:

 

SOUTH DAKOTA

Content Standards

SFSD

Additional Standards/Information

Physical Science

4.P.1.1.  Describe observable physical changes and properties in matter.

-solubility (matter dissolving into water) and density (floating and sinking)

·         Define matter.

4.P.1.2.  Explain how some physical properties remain the same as the mass is changed (block of salt vs. grain of salt).

·         Define mass.

4.P.1.3.  Differentiate between the states of matter caused by changes in temperature using water (ice to water to vapor).

·         Define states of matter.

4.P.2.1.  Demonstrate how forces act over a distance (magnetism).

·         Define force.

4.P.3.1.  Identify materials as being conductors or insulators of electricity.

·         Define a conductor and an insulator.

4.P.3.2.  Construct and define a simple circuit.

·         Give examples of simple circuits.

4.P.3.3.  Use magnets, electromagnets, magnetic fields and compasses to explore magnetic energy.

·               Define magnets and their properties.

 

Life Science

4.L.1.1.  Identify the basic systems (digestive, skeletal, muscular, nervous, respiratory and circulatory) and major organs.

4.L.1.2.  Differentiate between vertebrates and invertebrates, and classify the five groups of vertebrates (mammal, reptile, amphibian, bird and fish) based on characteristics.

·         Define vertebrates and invertebrates.

4.L.2.1.  Identify behavioral and structural adaptations that allow a plant or animal to survive in a particular environment.

·         Explain environments and migration.

4.L.2.2.  Explain how a size of a population is dependent upon the available resources within the community.

·         Know community resources.

·         Define population.

 

4.L.3.1.  Describe the flow of energy through food chains and webs.

·         Understand food chains.

 

Earth, Space Science

4.E.1.1.  Describe the basic stages of the water cycle.

·         Define evaporation, condensation and precipitation.

4.E.1.2.  Describe how weather conditions and phenomena occur and can be predicted.

·         Identify the positive and negative impacts of weather on the environment (flooding vs. adequate rainfall).

4.E.2.1.  Describe the motions of Earth, Sun and Moon.

·         Revolution and rotation

 

 

Science, Technology, Environment, and Society

4.S.1.1.  Describe how people continue to invent new ways of doing things, solving problems and getting work done.

·         Ways progress makes our lives easier.

·         People and inventions can have tremendous impact on our daily lives.

4.S.1.2.  Explain how new ideas and inventions often affect people.

·         Explain the benefits of new ideas and inventions.

4.S.2-

·         Describe the relationship between the use of natural resources and the environment (open-pit mining led to reclamation in the Black Hills).

 

 

Health

4.H.1.1 Understand health promotion and disease prevention concepts and practices.

·         Identify hygiene rules and illness prevention.

·         Identify safety hazards and things that hurt your body.

·         Understand the immune system and HIV and how HIV is transmitted

4.H.2.1 Access and evaluate health information, products and services.

·         Understand the effects of smoking (respiratory system).

·         Evaluate individual decisions for responsible behavior.

4.H.3.1 Understand the benefits of practicing health-enhancing behaviors, which reduce health risks.

·         Set goals for exercise and fitness.

·         Identify body systems and their functions.

4.H.4.1 Use interpersonal communication skills to enhance personal health.

·         Understand the importance of respect for self and others.

4.H.5.1 Contribute to the health of their families, peers, schools, communities and the environment.

·         Understand the importance of product labels and consumer buying habits.

 

 

 

 

IV.         District Approved Instructional Materials

 

Text(s):          Science, A Closer Look, Grade 4

 Macmillan/McGraw Hill, 2008

 

 

V.       Grading Standards

The fourth grade report card outlines standards that must be taught.  A percentage will be given as another measure of academic achievement and understanding.  A corresponding grading scale accompanies the percentage.

 

 

 


 

 

Standard

Essential Skills

Important to Know and Do

Worth Being Familiar With

Science

 

 

 

*Note – This chapter is not required by SD state standards and should only be completed when all standards have been addressed.

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


4.L.1.2 Differentiate between vertebrates and invertebrates, and classify the five groups of vertebrates (mammal, reptile, amphibian, bird and fish) based on characteristics.

·  Define vertebrates and invertebrates.

 

 

 

 

4.L.1.1 Identify the basic systems (digestive, skeletal, muscular, nervous, respiratory and circulatory) and major organs.

 

 

 

 

 

 

 

4.L.2.2. Explain how a size of a population is dependent upon the available resources within the community.

·  Know community resources.

·  Define population.

 

 

 

 

4.L.3.1. Describe the flow of energy through food chains and webs. Understand food chains.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(2.1) Define animal and list the basic needs and characteristics of animals.

Summarize the characteristics of groups of invertebrates.

 

 

(2.2) Define vertebrates and describe their characteristics.

Describe the seven groups of vertebrates.

 

(2.3) Identify seven organ systems of animals.

Summarize the structure and functions of the seven organ systems.

 

 

 

 

 

 

(3.1) Identify abiotic and biotic factors in an ecosystem.

Describe ecosystems, communities, and populations.

 

 

(3.2) Define a biome.

Describe Earth’s six main biomes.

 

 

(3.3) Explain how energy is cycled through an ecosystem.

Describe food webs and give examples of predator-and-prey relationships.

 

(1.1) Summarize the five functions of living things.

Compare plant and animal cells.

 

 

(1.2) Define and compare the kingdoms of living things.

Describe different types of micro-organisms.

 

(1.3) Describe the functions of roots, stems, and leaves.

Explain the processes of photosynthesis and respiration.

 

(1.4) Describe pollination in flowering plants.

Explain the life cycle of a flowering plant.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(2.4) Compare incomplete metamorphosis to complete metamorphosis.

Summarize how traits are passed from parent to offspring.

 

 

 

 


 

 

Resources

Assessment

 

Text

Support Materials

Value Added/

21st Century Skills

Science

1.1 pages 20-29

“Cells”

(Vocabulary: cell, organ, organism, organ system, oxygen, tissue)

 

 

1.2 pages 32-41

“Classify Living Things”

(Vocabulary: kingdom, trait)

 

 

 

1.3 pages 44-55

“The Plant Kingdom

(Vocabulary: photosynthesis, respiration, root, root hair, spore, stem, stomata, transpiration)

 

1.4 pages 58-69

“How Seed Plants Reproduce”

(Vocabulary: fertilization, germination, life cycle, ovary, pollination, reproduction, seed)

 

2.1 pages 76-85

“Animals without Backbones”

(Vocabulary: arthropod, cnidarian, echinoderm, exoskeleton, invertebrate, mollusk, sponge)

 

2.2 pages 88-95

“Animals with Backbones”

(Vocabulary: amphibian, bird, cold-blooded, mammal, reptile, vertebrate, warm-blooded)

 

2.3 pages 98-105

“Systems in Animals”

(Vocabulary: circulatory, digestive, excretory, muscular, nervous, respiratory, and skeletal systems)

 

2.4 pages 108-117

“Animal Life Cycles”

(Vocabulary: clone, heredity, inherited behavior, instinct, learned behavior, life cycle, life span, metamorphosis)

 

3.1 pages 128-133

“Introduction to Ecosystems”

(Vocabulary: abiotic factor, biotic factor, community, ecosystem, habitat, population)

 

3.2 pages 136-145

“Biomes”

(Vocabulary: biome, deciduous forest, desert, grassland, taiga, tropical rain forest, tundra)

 

3.3 pages 148-157

“Relationships in Ecosystems”

(Vocabulary: competition, consumer, decomposer, energy pyramid, food chain, food web, producer)

 (1.1) Lesson Outline (R&W pp. 3-4)

Lesson Vocabulary (R&W p. 5-6)

Vocabulary Cards 22, 23, 27

Activity Lab Book, pp. 4-7

Visual Lit / Transparencies, pp. 1-2

 

 (1.2) Lesson Outline (R&W pp. 7-8)

Lesson Vocabulary (R&W p. 9-10)

Activity Lab Book, pp. 11-14

Vocabulary Card 34

Visual Lit / Transparencies, pp. 3-4

 

(1.3) Lesson Outline (R&W pp. 13-14)

Lesson Vocabulary (R&W p. 15-16)

Activity Lab Book, pp. 15-18

Vocabulary Cards 9-16

Visual Lit / Transparencies, pp. 5-6

 

(1.4) Lesson Outline (R&W pp. 17-18)

Lesson Vocabulary (R&W p. 19-20)

Activity Lab Book, pp. 23-26

Vocabulary Cards 17-23

Visual Lit / Transparencies, pp. 7-8

 

 (2.1) Lesson Outline (R&W pp. 26-27)

Lesson Vocabulary (R&W p. 28-29)

Activity Lab Book, pp. 27-30

Vocabulary Cards 24-31

Visual Lit / Transparencies, pp. 9-10

 

 (2.2) Lesson Outline (R&W pp. 30-31)

Lesson Vocabulary (R&W p. 32-33)

Activity Lab Book, pp. 34-37

Vocabulary Cards 32-38

Visual Lit / Transparencies, pp. 11-12

 

(2.3) Lesson Outline (R&W pp. 36-37)

Lesson Vocabulary (R&W p. 38-39)

Activity Lab Book, pp. 38-41

Vocabulary Cards 39-45

Visual Lit / Transparencies, pp. 13-14

 

(2.4) Lesson Outline (R&W pp. 40-41)

Lesson Vocabulary (R&W p. 42-43)

Activity Lab Book, pp. 46-49

Vocabulary Cards 46-53

Visual Lit / Transparencies, pp. 15-16

 

(3.1) Lesson Outline (R&W pp. 50-51)

Lesson Vocabulary (R&W p. 52-53)

Activity Lab Book, pp. 50-53

Vocabulary Cards 54-59

Visual Lit / Transparencies, pp. 17-18

 

(3.2) Lesson Outline (R&W pp. 54-55)

Lesson Vocabulary (R&W p. 56-57)

Activity Lab Book, pp. 57-60

Vocabulary Cards 60-66

Visual Lit / Transparencies, pp. 19-20

 

(3.3) Lesson Outline (R&W pp. 60-61)

Lesson Vocabulary (R&W p. 62-63)

Activity Lab Book, pp. 61-64

Vocabulary Cards 67-73

Visual Lit / Transparencies, pp. 21-22

 

 

 

 

 

 

 

 

 

*Note - The following 21st Century Skills will be utilized on one or more occasions during the 1st quarter:

 

Problem Solving

·  Defining a problem and its variables

·  Generating and testing hypotheses and predictions

·  Summarizing and note taking

·  Determining relationships (e.g. cause-effect)

·  Making decisions

 

Finding and Evaluating Information

·    Recognizing need for more information

·    Developing a strategy to find information

·    Using multiple sources of information

·    Determining credibility, reliability, accuracy and relevance

 

Communicating

·  Reading with understanding

·  Conveying ideas graphically and in writing

·  Speaking so others understand

·  Listening actively

·  Observing critically

 

Collaborating

·  Learning cooperatively

·  Valuing contributions of others

·  Guiding others

·  Working together as a team

 

Analytical Thinking

·  Identifying similarities and differences

·  Using cues, questions and advance organizers

·  Planning

·  Classifying

 

(1.1)   Lesson Test (AB p. 5)

 

 

 

 

 

(1.2)  Lesson Test (AB p. 6)

 

 

 

 

 

(1.3)  Lesson Test (AB p. 7)

 

 

 

 

 

(1.4) Lesson Test (AB p.8)

 

Chapter Test A (AB pp. 1-4)

Chapter Test B (AB pp. 9-12)

Perf. Assessment (AB pp. 13-14)

 

 (2.1) Lesson Test (AB p.19)

 

 

 

 

 

(2.2) Lesson Test (AB p.20)

 

 

 

 

 

(2.3) Lesson Test (AB p.21)

 

 

 

 

 

(2.4) Lesson Test (AB p.22)

 

Chapter 2 Test A (AB pp. 15-18)

Chapter 2 Test B (AB pp. 23-26)

Perf. Assessment (AB pp. 27-28)

 

(3.1) Lesson Test (AB p.33)

 

 

 

 

 

(3.2) Lesson Test (AB p.34)

 

 

 

 

 

(3.3) Lesson Test (AB p.35)

 

Chapter 3 Test A (AB pp. 29-32)

Chapter 3 Test B (AB pp. 36-39)

Perf. Assessment (AB pp. 40-41)

 


 

 

Standard

Essential Skills

Important to Know and Do

Worth Being Familiar With

Science

 

 

 

 

4.L.2.1. Identify behavioral and structural adaptations that allow a plant or animal to survive in a particular environment.

·  Explain environments and migration.

 

 

 

 

 

 

 

 

4.L.2.2. Explain how a size of a population is dependent upon the available resources within the community.

·  Know community resources.

·  Define population.

 

 

 

 

 

 

(4.1) Define adaptation and give examples of how adaptations help animals to survive in their habitats.

Define and describe the types of symbiotic relationships.

 

 

(4.2) Describe ways in which plants respond to their environments.

Describe plant adaptations.

 

 

(4.3) Describe how living and nonliving things cause ecosystems to change.

Understand that changes to ecosystems affect living organisms.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

Resources

Assessment

 

Text

Support Materials

Value Added/

21st Century Skills

Science

4.1 pages 164-171

“Animal Adaptations”

(Vocabulary: adaptation, camouflage, hibernate, mimicry)

 

 

4.2 pages 174-179

“Plants and Their Surroundings”

(Vocabulary: stimulus, tropism)

 

 

 

4.3 pages 182-191

“Changes in Ecosystems”

(Vocabulary: accommodation, endangered, extinct)

 

 (4.1) Lesson Outline (R&W pp. 69-70)

Lesson Vocabulary (R&W p. 71-72)

Vocabulary Cards 74-77

Activity Lab Book, pp. 65-68

Visual Lit / Transparencies, pp. 23-24

 

 (4.2) Lesson Outline (R&W pp. 73-74)

Lesson Vocabulary (R&W p. 75-76)

Activity Lab Book, pp. 72-75

Vocabulary Cards 78-79

Visual Lit / Transparencies, pp. 25-26

 

(4.3) Lesson Outline (R&W pp. 79-80)

Lesson Vocabulary (R&W p. 81-82)

Activity Lab Book, pp. 76-79

Vocabulary Cards 80-82

Visual Lit / Transparencies, pp. 27-28

 

*Note - The following 21st Century Skills will be utilized on one or more occasions during the 1st quarter:

 

Problem Solving

·  Defining a problem and its variables

·  Generating and testing hypotheses and predictions

·  Summarizing and note taking

·  Determining relationships (e.g. cause-effect)

·  Making decisions

 

Finding and Evaluating Information

·   Recognizing need for more information

·   Developing a strategy to find information

·   Using multiple sources of information

·   Determining credibility, reliability, accuracy and relevance

 

Communicating

·  Reading with understanding

·  Conveying ideas graphically and in writing

·  Speaking so others understand

·  Listening actively

·  Observing critically

 

Collaborating

·  Learning cooperatively

·  Valuing contributions of others

·  Guiding others

·  Working together as a team

 

Analytical Thinking

·  Identifying similarities and differences

·  Using cues, questions and advance organizers

·  Planning

·  Classifying

 

(4.1) Lesson Test (AB p. 46)

 

 

 

 

 

(4.2)  Lesson Test (AB p. 47)

 

 

 

 

 

(4.3)  Lesson Test (AB p. 48)

 

 

Chapter Test A (AB pp. 42-45)

Chapter Test B (AB pp. 49-52)

Perf. Assessment (AB pp. 53-54)

 

 

 

 


 

 

Standard

Essential Skills

Important to Know and Do

Worth Being Familiar With

Science

4.P.1.3 Differentiate between the states of matter caused by changes in temperature using water (ice to water to vapor).

·  Define states of matter.

 

4.P.1.1 Describe observable physical changes and properties of matter: solubility (matter dissolving into water) and density (floating and sinking).

·  Define matter.

 

 

 

 

 

 

4.P.1.2. Explain how some physical properties remain the same as the mass is changed (block of salt vs. grain of salt).

·  Define mass.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.P.3.1. Identify materials as being conductors or insulators of electricity.

·  Define a conductor and an insulator.

 

 

 

 

 

 

 

 

4.P.3.2. Construct and define a simple circuit.

·  Give examples of simple circuits.

 

(9.1) Define and describe the three states of matter.

Compare and contrast properties of matter.

 

 

(9.2) Describe some properties of matter that can be measured.

Measure properties of matter using correct units.

 

 

 

 

 

 

 

 

(10.1) Comprehend that a change of state is a physical change.

Differentiate between physical change and chemical change.

 

 

 

(10.2) Explain that mixtures are combinations of matter.

Describe ways of separating mixtures.

 

 

 

 

 

 

 

 

 

 

 

*Note: This learning standard is not presented in the Macmillan text. Supplementary materials will need to be used to address this standard.

 

 

 

 

 

 

 

 

(12.4) Describe the characteristics of electrically charged objects.

Explain the difference between static and current electricity.

 

 

 

 

 

 

 

 

 

 

 

 

 

(9.3) Explain how matter is classified.

Explain how elements are organized in the periodic table.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(10.3) Describe how compounds form and their physical properties.

Compare and contrast acids and bases.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(12.1) Explain that heat flows from warmer materials to cooler materials.

Describe and define conduction, convections, and radiation.

 

 

(12.2) Explain how sound is produced and how it travels through a medium.

Identify the characteristics of sound, including frequency, pitch, and echoes.

 

 

(12.3) Demonstrate that light travels in a straight line.

Describe ways light can be absorbed, reflected or refracted by objects.

 

 


 

 

Resources

Assessment

 

Text

Support Materials

Value Added/

21st Century Skills

Science

9.1 pages 410-417

“Describing Matter”

(Vocabulary: buoyancy, gas, liquid, mass, matter, property, solid, volume)

 

 

9.2 pages 420-427

“Measurement”

(Vocabulary: area, density, gravity, length, metric system, weight)

 

 

 

9.3 pages 430-437

“Classifying Matter”

(Vocabulary: atom, element, metal, periodic table)

 

 

10.1 pages 444-453

“How Matter Can Change”

(Vocabulary: change of state, chemical change, evaporation, physical change, rust, tarnish)

 

 

10.2 pages 456-463

“Mixtures”

(Vocabulary: alloy, distillation, filtration, filter, mixture, solution)

 

 

10.3 pages 466-471

“Compounds”

(Vocabulary: acid, base, compound)

 

 

 

12.1 pages 528-535

“Heat”

(Vocabulary: conduction, conductor, convection, heat, insulator, radiation)

 

 

12.2 pages 538-547

“Sound”

(Vocabulary: amplitude, echo, frequency, pitch, sound wave, vibration, volume, wave length)

 

12.3 pages 550-559

“Light”

(Vocabulary: electromagnetic, opaque, prism, reflection, refraction, spectrum, translucent, transparent)

 

12.4 pages 562-571

“Electricity”

(Vocabulary: circuit, current electricity, discharge, parallel circuit, series circuit, static electricity)

(9.1) Lesson Outline (R&W pp. 187-8)

Lesson Vocabulary (R&W p. 189-190)

Vocabulary Cards 186-193

Activity Lab Book, pp. 180-183

Visual Lit / Transparencies, pp. 63-64

 

(9.2) Lesson Outline (R&W pp. 193-4)

Lesson Vocabulary (R&W p. 195-196)

Activity Lab Book, pp. 184-187

Vocabulary Cards 194-199

Visual Lit / Transparencies, pp. 65-66

 

 

(9.3) Lesson Outline (R&W pp. 197-8)

Lesson Vocabulary (R&W p. 199-200)

Activity Lab Book, pp. 191-194

Vocabulary Cards 200-203

Visual Lit / Transparencies, pp. 67-68

 

(10.1) Lesson Outline (R&W pp. 206-207)

Lesson Vocabulary (R&W p. 208-209)

Activity Lab Book, pp. 195-198

Vocabulary Cards 204-209

Visual Lit / Transparencies, pp. 69-70

 

(10.2) Lesson Outline (R&W pp. 212-3)

Lesson Vocabulary (R&W p. 214-215)

Activity Lab Book, pp. 199-202

Vocabulary Cards 210-215

Visual Lit / Transparencies, pp. 71-72

 

(10.3) Lesson Outline (R&W pp. 216-7)

Lesson Vocabulary (R&W p. 218-9)

Activity Lab Book, pp. 206-209

Vocabulary Cards 39-45

Visual Lit / Transparencies, pp. 73-74

 

(12.1) Lesson Outline (R&W pp. 247-8)

Lesson Vocabulary (R&W p. 249-250)

Activity Lab Book, pp. 237-240

Vocabulary Cards 239-244

Visual Lit / Transparencies, pp. 83-84

 

(12.2) Lesson Outline (R&W pp. 251-2)

Lesson Vocabulary (R&W p. 253-4)

Activity Lab Book, pp. 244-247

Vocabulary Cards 245-252

Visual Lit / Transparencies, pp. 85-86

 

(12.3) Lesson Outline (R&W pp. 257-8)

Lesson Vocabulary (R&W p. 259-260)

Activity Lab Book, pp. 253-259

Vocabulary Cards 253-259

Visual Lit / Transparencies, pp. 87-88

 

(12.4) Lesson Outline (R&W pp. 261-2)

Lesson Vocabulary (R&W p. 263-264)

Activity Lab Book, pp. 256-259

Vocabulary Cards 260-265

Visual Lit / Transparencies, pp. 89-90

 

 

 

 

 

 

 

 

 

*Note - The following 21st Century Skills will be utilized on one or more occasions during the 2nd quarter:

Problem Solving

·  Defining a problem and its variables

·  Generating and testing hypotheses and predictions

·  Summarizing and note taking

·  Determining relationships (e.g. cause-effect)

·  Making decisions

 

Finding and Evaluating Information

·    Recognizing need for more information

·    Developing a strategy to find information

·    Using multiple sources of information

·    Determining credibility, reliability, accuracy and relevance

 

Communicating

·  Reading with understanding

·  Conveying ideas graphically and in writing

·  Speaking so others understand

·  Listening actively

·  Observing critically

 

Collaborating

·  Learning cooperatively

·  Valuing contributions of others

·  Guiding others

·  Working together as a team

 

Analytical Thinking

·  Identifying similarities and differences

·  Using cues, questions and advance organizers

·  Planning

·  Classifying

 

(9.1)  Lesson Test (AB p. 116)

 

 

 

 

 

(9.2)  Lesson Test (AB p. 117)

 

 

 

 

 

 

(9.3)  Lesson Test (AB p. 118)

 

Chapter 9 Test A (AB pp. 112-115)

Chapter 9 Test B (AB pp. 119-122)

Perf. Assessment (AB pp. 123-124)

 

 (10.1) Lesson Test (AB p.129)

 

 

 

 

 

 

(10.2) Lesson Test (AB p.130)

 

 

 

 

 

(10.3) Lesson Test (AB p.131)

 

Chapter 10 Test A (AB pp. 125-128)

Chapter 10 Test B (AB pp. 132-135)

Perf. Assessment (AB pp. 136-137)

 

(12.1) Lesson Test (AB p.156)

 

 

 

 

 

(12.2) Lesson Test (AB p.157)

 

 

 

 

 

(12.3) Lesson Test (AB p.158)

 

 

 

 

 

(12.4) Lesson Test (AB p. 159)

 

 


 

 

Standard

Essential Skills

Important to Know and Do

Worth Being Familiar With

Science

 

 

 

 

4.P.2.1. Demonstrate how forces act over a distance (magnetism).

·  Define force.

4.P.3.3. Use magnets, electro-magnets, magnetic fields and compasses to explore magnetic energy.

·  Define magnets and their properties.

 

 

 

 

(12.5) Describe a magnetic field and the effect of distance on magnetic force.

Understand how an electromagnet, an electric motor, and a generator work.

 

 

 


 

 

Resources

Assessment

 

Text

Support Materials

Value Added/

21st Century Skills

Science

12.5 pages 574-585

“Magnetism and Electricity”

(Vocabulary: attract, electromagnet, generator, magnetic field, motor, pole, repel)

 

(12.5) Lesson Outline (R&W pp. 265-6)

Lesson Vocabulary (R&W p. 267-268)

Vocabulary Cards 266-272

Activity Lab Book, pp. 264-267

Visual Lit / Transparencies, pp. 91-92

 

*Note - The following 21st Century Skills will be utilized on one or more occasions during the 2nd quarter:

Problem Solving

·  Defining a problem and its variables

·  Generating and testing hypotheses and predictions

·  Summarizing and note taking

·  Determining relationships (e.g. cause-effect)

·  Making decisions

 

Finding and Evaluating Information

·   Recognizing need for more information

·   Developing a strategy to find information

·   Using multiple sources of information

·   Determining credibility, reliability, accuracy and relevance

 

Communicating

·  Reading with understanding

·  Conveying ideas graphically and in writing

·  Speaking so others understand

·  Listening actively

·  Observing critically

 

Collaborating

·  Learning cooperatively

·  Valuing contributions of others

·  Guiding others

·  Working together as a team

 

Analytical Thinking

·  Identifying similarities and differences

·  Using cues, questions and advance organizers

·  Planning

·  Classifying

(12.5) Lesson Test (AB p. 160)

 

Chapter 12 Test A (AB pp. 152-155)

Chapter 12 Test B (AB pp. 161-164)

Perf. Assessment (AB pp. 165-166)


 

 

Standard

Essential Skills

Important to Know and Do

Worth Being Familiar With

Health

4.H.2.1 Access and evaluate health information, products and services.

·  Evaluate individual decisions for responsible behavior.

 

 

 

 

 

 

 

4.H.3.1 Understand the benefits of practicing health-enhancing behaviors, which reduce health risks.

·  Set goals for exercise and fitness.

 

 

 

 

 

 

4.H.4.1 Use inter-personal communication skills to enhance personal health.

·  Understand the importance of respect for self and others.

 

 

 

 

 

 

4.H.3.1 Understand the benefits of practicing health-enhancing behaviors, which reduce health risks.

· Identify body systems and their functions.

(1.1) Explain how total health reduces health risks.

Identify ways to improve health and wellness.

Describe the importance of practicing healthful behaviors.

 

(1.2) Describe a healthy personality.

Identify the six parts of good character.

Explain how to use self-statements as a reminder of the responsible way to act.

 

(1.3) Describe the difference between a responsible decision and a wrong decision.

Identify factors that influence decisions.

List and apply the steps to making responsible decisions.

 

(1.4) Describe ways to have a healthy self-concept.

Describe how to set and achieve short-term and long-term health goals.

 

(1.5) Identify different kinds of emotions.

Describe healthful ways to express emotions.

Explain healthful ways to prevent boredom.

 

(1.6) Describe how the body responds to stress.

Explain ways to manage stress.

Explain the health benefits of a positive attitude.

 

(3.1) Describe how the human body is organized.

Explain how body systems work together.

(3.2) Describe the structure and function of the skeletal system and how to keep bones strong.

Describe the structure and function of the muscular system and how to keep muscles strong and flexible.

Describe the structure and function of the skin and behaviors that protect it.

(3.3) Describe the structure and function of the digestive system and behaviors that will protect it.

Describe the structure and function of the circulatory system and behaviors that will protect it.

Describe the structure and function of the respiratory system and behaviors that will protect it.

Describe the structure and function of the nervous system and behaviors that will protect it.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(1.5) Explain healthful ways to prevent boredom.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(3.4) List the factors that affect growth.

Describe ways that you have changed since birth and how you are changing during adulthood.

Explain why you are unique.

Identify ways in which people learn.

(3.5) Describe changes that will occur in adolescence.

Describe changes that will occur in adulthood.

List habits to practice for healthful growth and aging.

Identify the final stage of the life cycle.

(9.2) Describe responsible ways to spend money.

Describe responsible ways to spend time.

Explain how to choose healthful entertainment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(2.1) Describe how to show respect in relationships.

Identify healthful ways to communicate with others.

List ways to help others be healthy.

 


 

 

Resources

Assessment

 

Text

Support Materials

Value Added/

21st Century Skills

Health

1.1 pages A4-9

“A Plan for Good Health”

 

 

 

1.2 pages A10-15

“Good Character and Your Health”

 

 

 

1.3 pages A16-21

“Responsible Decisions”

 

 

 

 

 

1.4 pages A22-25

“Your Self Concept”

 

 

 

1.5 pages A26-31

“Expressing Emotions”

 

 

 

1.6 pages A32-37

“Reducing Stress”

 

 

 

 

 

3.1 pages B4-7

“Your Body Systems”

 

 

3.2 pages B8-13

“Bones, Muscles, and Skin”

 

 

 

 

3.3 page B14

“More Body Systems”

 

 

3.4 pages B20-25

“The Stages of the Life Cycle”

 

 

3.5 page B26

“Your Future Growth”

(1.1) Family Letters (SH p.3-4)

Develop Vocabulary (HM p. 1)

Study Guide (HM p.2)

 

 

(1.2) Develop Vocabulary (HM p. 3)

Study Guide (HM p. 4)

 

 

 

(1.3) Develop Vocabulary (HM p.5)

Study Guide (HM p.6)

 

 

 

 

 

(1.4) Develop Vocabulary (HM p.8)

Study Guide (HM p.9)

 

 

 

(1.5) Develop Vocabulary (HM p. 10)

Study Guide (HM p. 11)

 

 

 

(1.6) Develop Vocabulary (HM p. 12)

Study Guide (HM p. 13)

*School Guidance Counselor

* Character Counts curriculum

 

 

(3.1) Family Letters (SH pp. 7-8)

Vocabulary (HM p. 31)

Study Guide (HM pp. 32-33)

 

(3.2)Vocabulary (HM p.35)

Study Guide (HM p.36)

Interpret Information (HM pp.37-38)

 

 

 

(3.3)Vocabulary (HM p.39)

Study Guide (HM pp. 40-41)

Interpret Information p.42

 

(3.4) Vocabulary (HM p.43)

Study Guide (HM p.44)

Interpret Information (HM p.45)

 

 

(3.5) Vocabulary (HM p.46)

Study Guide (HM p.47)

 

 

 

 

 

 

Problem Solving

·         Defining the problem & its variables

·         Summarizing & note taking

·         Determining relationships (e.g. cause-effect, correlation)

·         Making decisions

Communication

·         Read with understanding

·         Conveying ideas graphically & in writing

·         Speaking so others understand

·         Listening actively

Analytical Thinking

·         Identifying similarities & differences

 

 

(1.2)  Lesson Quiz (AB p. 5)

 

 

 

 

(1.2)  Lesson Quiz (AB p. 6)

 

 

 

 

(1.3)  Lesson Quiz (AB p. 7)

 

 

 

 

 

 

(1.4) Lesson Quiz (AB p.8)

 

 

 

 

(1.5) Lesson Quiz (AB p.9)

 

 

 

 

(1.6) Lesson Quiz (AB p.10)

 

Chapter Test (AB pp. 11-13)

 

 

 

 

(3.1) Lesson Quiz (AB p.27)

 

 

 

(3.2) Lesson Quiz (AB p.28)

 

 

 

 

 

(3.3) Lesson Quiz (AB p.29)

 

 

 

(3.4) Lesson Quiz (AB p.30)

 

 

 

(3.5) Lesson Quiz (AB p.31)

Chapter 3 Test (AB pp. 32-34)

Performance Assessment (AB p.36)

 


 

 

Standard

Essential Skills

Important to Know and Do

Worth Being Familiar With

Health

 

 

 

4.H.1.1 Understand health promotion and disease prevention concepts and practices.

· Identify safety hazards and things that hurt your body.

 

 

 

(6.1) List safety rules to prevent falls.

List safety rules to follow in case of fire.

Describe the elements of a family fire escape plan.

List ways to prevent poisoning.

 

(6.2) List safety rules to follow for walking.

List ways to stay safe in cold and hot weather, thunderstorms, tornadoes, and floods.

 

 

(6.3) List safety rules for riding a bike or a scooter.

List safety rules for riding in a car and a bus.

 

(6.4) List  ways to stay safe from strangers at home and in the community.

Describe what to do if you get an unsafe touch and ways to recover from violence.

 

 

 

 

 

 

(6.6) Describe what an emergency alert is.

Explain when and how to call for emergency help.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(6.2) List safety rules to follow for swimming.

List safety rules to follow in the water.

Explain how personal flotation devices and HELP and huddle methods prevent drowning.

 

(6.3) Identify the meaning of different safety signs that are posted on roads.

 

 

 

 

 

 

 

 

(6.5) List safety rules to protect yourself from violence.

List reasons to stay away from gangs.

Name ways to avoid gangs.

 

(6.6) Describe how to put together a first aid kit with a parent or guardian.

 

 

 

(6.7) Describe how to administer first aid for small cuts, deep cuts, scrapes, and nosebleeds.

Describe first aid for sprains, burns, and choking.

Describe first aid for rashes from plants and insects.

 

 

 

 

 

(6.1) List safety rules in case of an earthquake.

 

 

 

 

 

 

 

 

 

 

 

 

 

(6.3) List safety rules for skating.

 

 

 

(6.4) Explain safety rules to prevent injury from guns and knives.

 


 

 

Resources

Assessment

 

Text

Support Materials

Value Added/

21st Century Skills

Health

 

 

6.1 pages C46-51

“Safety at Home and School”

 

 

 

 

6.2 pages C52-57

“Being Safe Outdoors”

 

 

 

 

6.3 pages C58-63

“Ride Safely”

 

 

 

 

 

6.4 pages C64-69

“Being Safe from Violence”

 

 

 

 

6.5 pages C70-73

“Being Safe From Gangs”

 

 

6.6 pages C74-77

“How to Handle an Emergency”

 

 

 

 

6.7 pages C80-85

“First Aid Skills”

 

 

(6.1) Family Letters (SH p. 13-14)

Vocabulary. (HM p. 87)

Study Guide (HM pp. 88-89)

Interpret Information (HM p.90)

*Sioux Falls Fire Department: “Hunt for Home Hazards”

(6.2) Vocabulary (HM p.91)

Study Guide (HM pp. 92-93)

 

 

 

(6.3) Vocabulary (HM p.94)

Study Guide (HM pp. 95)

Interpret Information (HM p.96)

*Sioux Falls Police Department School Safety Officer: Bicycle Safety Program

(6.4) Vocabulary (HM p.97)

Study Guide (HM p. 98)

*Sioux Falls Police Department School Resource Officer

 

 

 

(6.5) Vocabulary (HM p.99)

Study Guide (HM p. 100)

 

 

(6.6) Develop Vocabulary (HM p. 101)

Study Guide (HM p. 102)

Interpret Information (HM p. 103)

 

(6.7) Develop Vocabulary (HM p. 105)

Study Guide (HM p. 106)

 

 

Problem Solving

  • Define the problem & its variables
  • Summarizing & note taking
  • Determining relationships (e.g. cause-effect, correlation)

Collaborating

  • Working together as a team

Communicating

  • Reading with understanding
  • Conveying ideas graphically and in writing
  • Listening actively

Analytical Thinking

  • Identifying similarities and differences

 

 

 

 

 

 

 

 

 

 

 

(6.1) Lesson Quiz (AB p. 60)

 

 

 



(6.2) Lesson Quiz (AB p. 61)

 

 

 

 

 

(6.3) Lesson Quiz (AB p. 62)

 

 

 

 

 

(6.4) Lesson Quiz (AB p. 63)

 

 

 

 

 

 

(6.5) Lesson Quiz (AB p. 64)

 

 

 

(6.6) Lesson Quiz (AB p. 65)

 

 

 

 

 

(6.7) Lesson Quiz (AB p. 66)

 

 


 

 

Standard

Essential Skills

Important to Know and Do

Worth Being Familiar With

Science

 

4.E.1.2 Describe how weather conditions and phenomena occur and can be predicted.

 

 

 

 

 

4.E.1.1 Describe the basic stages of the water cycle.

·  Define evaporation, condensation, and precipitation.

 

 

 

4.E.1.2 Describe how weather conditions and phenomena occur and can be predicted.

 

 

 

 

 

 

4.E.2.1. Describe the motions of Earth, Sun and Moon.

·  Revolution and rotation

 

 

 

 

 

 

(7.1) Define the atmosphere as a mixture of different gases.

Describe four properties of weather that can be measured and the tools used to measure them.

 

 

(7.2) Sequence the steps of the water cycle.

Identify the different types of clouds and precipitation.

 

 

(7.3) Explain how air masses form and identify the types of weather they cause.

Forecast the weather by interpreting data on a weather map.

 

 

 

 

 

(8.1) Explain how Earth’s rotation causes the cycle of day and night.

Explain why the Sun’s apparent motion in the sky differs from season to season.

 

(8.2) Explain why the moon is covered with craters.

Identify the causes of the Moon’s phases, solar eclipses, and lunar eclipses.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(7.4) Define and give examples of climate.

Explain the main factors that determine climate.

 

 

 

 

 

 

 

 

 

 

 

 

 

(8.3) Define and describe the solar system.

Discuss the properties of the inner and outer planets.

 

 

 

(8.4) Explore stars, including their composition, appearance, and distance from Earth.

Identify the characteristics of the Sun and its importance to life on Earth.

 

 

 

 

 


 

 

Resources

Assessment

 

Text

Support Materials

Value Added/

21st Century Skills

Science

 

7.1 pages 312-319

“Air and Weather”

(Vocabulary: air pressure, atmosphere, barometer, humidity, rain gauge, temperature, thermometer, wind vane)

 

 

7.2 pages 322-331

“The Water Cycle”

(Vocabulary: cloud, condensation, evaporation, freeze, melt, precipitation, water cycle, water vapor)

 

7.3 pages 334-341

“Tracking the Weather”

(Vocabulary: air mass, cold front, forecast, front, stationary front, warm front)

 

7.4 pages 344-351

“Climate”

(Vocabulary: climate, current)

 

 

 

8.1 pages 358-365

“Earth and Sun”

(Vocabulary: axis, orbit, revolution, rotation)

 

 

8.2 pages 368-375

“Earth and Moon”

(Vocabulary: crater, lunar eclipse, solar eclipse)

 

 

8.3 pages 378-389

“The Solar System”

(Vocabulary: asteroid, comet, gravity, meteor, meteorite, planet, solar system, telescope)

 

 

8.4 pages 392-399

“Stars and Constellations”

(Vocabulary: constellation, star)

 

 

 (7.1) Lesson Outline (R&W pp. 140-1)

Lesson Vocabulary (R&W p. 142-3)

Vocabulary Cards 143-150

Activity Lab Book, pp. 134-137

Visual Lit / Transparencies, pp. 47-48

 

 

 (7.2) Lesson Outline (R&W pp. 146-7)

Lesson Vocabulary (R&W p. 148-9)

Activity Lab Book, pp. 138-141

Vocabulary Card 151-158

Visual Lit / Transparencies, pp. 49-50

 

(7.3) Lesson Outline (R&W pp. 150-1)

Lesson Vocabulary (R&W p. 152-3)

Activity Lab Book, pp. 145-149

Vocabulary Cards 159-164

Visual Lit / Transparencies, pp. 51-52

 

(7.4) Lesson Outline (R&W pp. 156-7)

Lesson Vocabulary (R&W p. 158-9)

Activity Lab Book, pp. 149-152

Vocabulary Cards 165-166

Visual Lit / Transparencies, pp. 53-54

 

 (8.1) Lesson Outline (R&W pp. 163-4)

Lesson Vocabulary (R&W p. 165-6)

Activity Lab Book, pp. 157-160

Vocabulary Cards 167-170

Visual Lit / Transparencies, pp. 55-56

 

(8.2) Lesson Outline (R&W pp. 169-170)

Lesson Vocabulary (R&W p. 171-2)

Activity Lab Book, pp. 161-164

Vocabulary Cards 171-174

Visual Lit / Transparencies, pp. 57-58

 

(8.3) Lesson Outline (R&W pp. 173-4)

Lesson Vocabulary (R&W p. 175-6)

Activity Lab Book, pp. 167-171

Vocabulary Cards 175-182

Visual Lit / Transparencies, pp. 59-60

 

(8.4) Lesson Outline (R&W pp. 179-180)

Lesson Vocabulary (R&W p. 181-2)

Activity Lab Book, pp. 172-175

Vocabulary Cards 183-185

Visual Lit / Transparencies, pp. 61-62

 

 

 

 

 

 

 

 

 

 

 

 

*Note - The following 21st Century Skills will be utilized on one or more occasions during the 4th quarter:

 

Problem Solving

·  Defining a problem and its variables

·  Generating and testing hypotheses and predictions

·  Summarizing and note taking

·  Determining relationships (e.g. cause-effect)

·  Making decisions

 

Finding and Evaluating Information

·    Recognizing need for more information

·    Developing a strategy to find information

·    Using multiple sources of information

·    Determining credibility, reliability, accuracy and relevance

 

Communicating

·  Reading with understanding

·  Conveying ideas graphically and in writing

·  Speaking so others understand

·  Listening actively

·  Observing critically

 

Collaborating

·  Learning cooperatively

·  Valuing contributions of others

·  Speaking so others understand

·  Guiding others

·  Working together as a team

 

Analytical Thinking

·  Identifying similarities and differences

·  Using cues, questions and advance organizers

·  Planning

·  Classifying

 

 

(7.1)  Lesson Test (AB p. 88)

 

 

 

 

 

 

(7.2)  Lesson Test (AB p. 89)

 

 

 

 

 

(7.3)  Lesson Test (AB p. 90)

 

 

 

 

 

(7.4) Lesson Test (AB p.91)

 

Chapter 7 Test A (AB pp. 84-87)

Chapter 7 Test B (AB pp. 92-95)

Perf. Assessment (AB pp. 96-97)

 

 (8.1) Lesson Test (AB p.102)

 

 

 

 

 

(8.2) Lesson Test (AB p. 103)

 

 

 

 

 

(8.3) Lesson Test (AB p. 104)

 

 

 

 

 

 

(8.4) Lesson Test (AB p. 105)

 

Chapter 8 Test A (AB pp. 98-101)

Chapter 8 Test B (AB pp. 106-109)

Perf. Assessment (AB pp. 110-111)

 

 


4th Grade Science Community Connections 

 

 

 


Outdoor Campus                                         www.outdoorcampus.org

LIFE SCIENCE

4.L.1.2.  Differentiate between vertebrates and invertebrates, and classify the five groups of vertebrates (mammal, reptile, amphibian, bird and fish) based on characteristics.

Define vertebrates and invertebrates.

4.L.2.1.  Identify behavioral and structural adaptations that allow a plant or animal to survive in a particular environment.

Explain environments and migration.

4.L.2.2.  Explain how a size of a population is dependent upon the available resources within the community.

·         Know community resources.

·         Define population.

 

4.L.3.1.  Describe the flow of energy through food chains and webs.

Understand food chains.

 

  • Beaks, Feet, and Feathers
    What makes a bird a bird?  Learn how different birds use their beak, feet, and feather adaptations to survive in their unique habitat.  Meet Flopper, our resident Blue Jay, and learn about her story of survival.  Make a bird feeder to take home and go on a nature hike to discover some of the different birds that live around the oxbow.  (2 hours)
    4TH: 4.L.2.1
  • Going, Going, Gone
    Who’s disappearing from our planet and why?  What’s meant by the different classifications – threatened, endangered, and extinct?  Play a game and do activities that highlight some of South Dakota’s disappearing wildlife.  Learn what you can do to help.  (1.5 hours)
    4TH: 4.L.3.1
  • Creatures of the Night
    Discover which animals sleep during the day and play all night.  Learn about the nocturnal critters that live in South Dakota.  Make a nighttime-creature mask, play games, and go on a nature hike to look for signs of animals that come out after dark.  (2 hours)
    4TH: 4.L.2.1
  • Home is Where the Habitat Is
    Get to know some of our wildlife and what habitats they call home with games and fun hands-on activities.  Learn what wildlife and people need to survive.  Feed our fish and go on a hike outdoors to discover signs of wildlife habitats.  (1.5 hours)
    4TH: 4.L.2.1,  4.L.2.2

  • Radical Reptiles
    Enter the world of South Dakota’s reptiles.  Learn about their special adaptations.  Play a game, make a reptile craft.  Get up close and personal with some of these fascinating, cold-blooded creatures.  (2 hours) 
    4TH: 4.L.2.1
  • Going Batty
    Are bats blind?  Can they get caught in your hair?  How do they communicate?  Learn the answers to these questions and a lot more through fun games, activities, and a hike.  (2 hours) 
    4TH: 4.L.1.2,  4.L.2.1
  • Prairie Partners
    Through games and hands-on activities discover what lives and grows on the prairie.  Take a hike and play a game to identify prairie plants and animals.  Learn about the wonders of the prairie ecosystem as it was long ago and exists today.  (2 hours)
    4TH: 4.L.2.1,  4.L.2.2
  • Wigglers and Squirmers
    Meet the critters that live close to or under the ground on the prairie.  Play a game and learn the important role these animals play in the prairie ecosystem.  (2 hours)
    4TH: 4.L.1.2,  4.L.2.1
  • Tracks and Traces
    Using actual pelts, skulls, antlers, and other materials, learn about the critters that call South Dakota home.  Learn to identify animal’s tracks and about predator-prey relationships.  Hike the trails to look for signs of animals and make a plaster cast  of an animal’s track to take home.  (2 hours)
    4TH: 4.L.2.1


http://www.sdgfp.info/Wildlife/Education/OutdoorCampus/Classes/teachers.htm

 

State-wide

Critter Crates

The Outdoor Campus has several critter crates available to teachers. Crates contain artifacts and some suggested activities. The types of crates and the policies concerning the crates are listed below.

These crates are sponsored by SD Game, Fish and Parks and The Outdoor Campus.

 


 

ZooMobile                      http://www.greatplainszoo.org/Education/SchoolorGroup

School or Group
When the ZooMobile pulls into your parking lot an adventure is sure to follow! All ages will enjoy getting a close-up, hands-on opportunity to get nose-to-nose with a variety of creatures as they explore the wonders of the Animal Kingdom. The Great Plains Zoo will travel to your facility to present programs on a variety of topics using live animals and animal artifacts called biofacts. All programs adhere closely to the
South Dakota Content Standards for Science.

 

 

LIFE SCIENCE

4.L.1.2.  Differentiate between vertebrates and invertebrates, and classify the five groups of vertebrates (mammal, reptile, amphibian, bird and fish) based on characteristics.

Define vertebrates and invertebrates.

 

  • Vertebrates and Spineless Wonders (4-12) Why is being called spineless so bad? Welcome to earth, where over 95% of all animals are spineless and very happy. This program will explore the boned and boneless animals. How does the backbone support the spinal cord? How can an animal survive without a spine?

 

4.L.2.1.  Identify behavioral and structural adaptations that allow a plant or animal to survive in a particular environment.

Explain environments and migration.

 

  • Adaptations for Survival (1-7) Claws, Talons, Eyes, Teeth, Tails, Odors, Speed, and so many more ways to survive. Investigate the marvelous physical and behavioral adaptations animals use for survival.
  • The Big, the Bad and the Biting: Misconceptions about Reptiles (1-7) How do snakes move without arms or legs? Are snakes slimy, do lizards crawls, why do snakes and skinks flick their tongues, and why can’t a turtle come out of its shell? This program will discuss animals that have an undeserved bad reputation. Get the lowdown on the low-to-the-ground animals.
  • An African Safari Jambo! (3-12) Experience the beauty of a people and culture much different from your own. A member of our Education Department will share the wonders of Africa teaching a few Swahili words, explore animals and compare your school to an African school. (Optional: Slide Show)
  • Living on the Edge. Going…Going…Gone! (6-12) Why is there extinction? Students will be presented with many problems facing animals today and what we can all do to help.

 

4.L.3.1.  Describe the flow of energy through food chains and webs. Understand food chains.

 

  • Web of Life (3-7) What would happen if all the Black-footed ferrets disappeared? Explore the roles of herbivores, omnivores and carnivores through food chains and the “world wide web”. Determine why they need each other to achieve healthy populations in the wild. Learn how predators, prey, plants, scavengers, and decomposers are linked in an intricate web of life.

 

 


 

Washington Pavilion                          http://www.washingtonpavilion.org

 

PHYSICAL SCIENCE

 

 

4.P.2.1.  Demonstrate how forces act over a distance (magnetism).

Define force.

 

Giant Lever

  • Discover the power of leverage as you try to lift a real two-ton car off the ground.

Water Power                   

·         Play in a stream of water as it erodes sand and gravel to form mini water falls.

 

 

4.P.3.1.  Identify materials as being conductors or insulators of electricity.

·         Define a conductor and an insulator.

4.P.3.2.  Construct and define a simple circuit.

·         Give examples of simple circuits.

4.P.3.3.  Use magnets, electromagnets, magnetic fields and compasses to explore magnetic energy.

·         Define magnets and their properties.

 

Current Attraction         

·         A bench filled with experiments with magnets, generators, and electric circuits

 

 

LIFE SCIENCE

4.L.1.1.  Identify the basic systems (digestive, skeletal, muscular, nervous, respiratory and circulatory) and major organs.

 

Faithful Pump                

·         Try matching your heart's pumping ability with a hand-operated pump.

Listen to Your Heart     

·         Hear your heartbeat with an electronic stethoscope.

Take a Deep Breath      

·         Operate a working model of the lungs and diaphragm, and see the harm of smoking.

 

4.L.1.2.  Differentiate between vertebrates and invertebrates, and classify the five groups of vertebrates (mammal, reptile, amphibian, bird and fish) based on characteristics.

Define vertebrates and invertebrates.

4.L.2.1.  Identify behavioral and structural adaptations that allow a plant or animal to survive in a particular environment.

Explain environments and migration.

 

Animals ALIVE             

  • Live native animals, including a bee hive, snake, lizard, turtle, and frog.

Animal Senses                

Experience the world the way animals do, with insect vision, owl hearing,

  • and bat sonar.

Animal Sounds               

  • See if you can match an animal's sound with its tracks, then its picture.

 

 

EARTH, SPACE SCIENCE

4.E.1.1.  Describe the basic stages of the water cycle.

·         Define evaporation, condensation and precipitation.

4.E.1.2.  Describe how weather conditions and phenomena occur and can be predicted.

·         Identify the positive and negative impacts of weather on the environment (flooding vs. adequate rainfall).

 

Forecast Your Future    

·         Use data from our working weather station to predict tomorrow's weather.

 

4.E.2.1.  Describe the motions of Earth, Sun and Moon.

Revolution and rotation

 

Gravity-Go-Round         

·         Rolling balls and a mechanical solar system model show how gravity and motion make orbits.

 

SCIENCE, TECHNOLOGY, ENVIRONMENT AND SOCIETY

·         Ways progress makes our lives easier.

4.S.1.1.  Describe how people continue to invent new ways of doing things, solving problems and getting work done.

·         People and inventions can have tremendous impact on our daily lives.

4.S.1.2.  Explain how new ideas and inventions often affect people. Explain the benefits of new ideas and inventions.

 

I Could Do That! Aerospace

  • Find out about the lives and careers of people from SD who work in the aerospace field.

I Could Do That! Earth Sciences

·         Find out about the lives and careers of people from SD who work in the earth sciences.

I Could Do That! Natural Resources

·         Find out about the lives and careers of people from SD in the area of natural resources.

Wired Wizards               

·         Find out how computers are used in science and engineering.