Download 4.4_Life_Processes

Strand: Life Processes
SCIENCE CURRICULUM
Fourth Grade
SOL 4.4 Investigate and understand basic
plant anatomy and life processes.
Understanding the Standard
This standard focuses on the basic life processes and anatomy of plants. It represents a more in-depth treatment
of the structures and processes associated with reproduction. Photosynthesis is introduced in this standard. It is
intended that students will actively develop scientific investigation, reasoning, and logic skills (4.1) in the
context of the key concepts presented in this standard.
Essential Questions
Essential Knowledge, Skills, and Processes
What are the parts of a plant?
The student should be able to:
What are the parts of a flower?
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What are the processes
involved in reproduction of
plants?
Create a model-diagram illustrating the parts of a flower (stamen,
pistil, sepal, ovary, ovule, seed) and explain the functions of those
parts.

What are the different ways
plants are pollinated?
Analyze a common plant: identify the roots, stems, leaves, and
flowers; and explain the function of each.

Create a model/diagram illustrating the reproductive processes in
typical flowering plants and explain the processes.

Compare and contrast different ways plants are pollinated.

Explain that ferns and mosses reproduce with spores rather than seeds.

Explain the process of photosynthesis using the following
terminology: sunlight, chlorophyll, water, carbon dioxide, oxygen,
and sugar.

Design an investigation to determine the relationship between the
presence of sunlight and plant growth.

Explain the role of dormancy for common plants.
What is photosynthesis?
What are some plants that
reproduce with seeds?
What are spores?
What are some plants that
reproduce with spores?
What are some plants that
reproduce with seeds?
SCIENCE VOCABULARY
Carbon dioxide, root, flower, pistil, pollination, ovary, photosynthesis, sepal ,
embryo, spore, chlorophyll, seed, petal, dormancy, pollen, stamen, leaf, stem,
germinate
Assessment and Strategies
Assessment
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Teacher observation/anecdotal records
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Test

MIND notes
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Student created models and diagrams
Marzano Strategies
All strategies should be considered with an emphasis on
the following:

Nonlinguistic Representation (diagrams/models)

Similarities and Differences

Cues/Questions/Organizers
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Cooperative Learning Groups
Resources and Activities
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Enhanced Scope and Sequence
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Fourth Grade Science Curriculum and Resource Guide
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McGraw-Hill (p. A66-A93)
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AIMS – Primarily Plants, Budding Botanist (can be found in your school library)
Websites
Information and diagrams about plants http://www.enchantedlearning.com
Virginia Agriculture in the Classroom http://www.agintheclass.com/
Kids’Gardening http://www.kidsgardening.com
Videos
Eyewitness: Plant
Eyewitness: Tree
Bill Nye Series: Farming, Photosynthesis, Plants, Flowers
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