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Curriculum Map: Grade 4 Science
Course: Science 4
Sub-topic: General
Grade(s): 4
Unit: Physics and Chemistry Grade 4
Subject: Science
Timeline: 8 Weeks
Purpose:
To introduce students to various types of force, energy, properties of matter, and how they are interrelated. Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Scientists use specific methods, design processes and tools and
How can energy be used to solve a problem?
technology to solve problems and collect information. How does energy flow?
Forces influence matter and its action
How are objects categorized?
Energy exists in many forms with multiple uses
Structure determines function
Learning Targets:
-I can describe and categorize matter by its physical properties (mass, shape, size, volume, color, texture , magnetism, state (solid, liquid,
gas), conductivity).
-I can identify energy forms and describe the flow of energy through an object or system.
-I can compare simple, series, and parallel circuits.
-I can explain why magnets attract and repel.
-I can explain why and how magnets are used to improve life.
-I can use the scientific method to detect magnetic force.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.2.3.A1 (Advanced)
Differentiate between properties of objects such as size, shape, and weight and properties
of materials that make up the objects such as color, texture, and hardness. Differentiate
between the three states of matter, classifying a substance as a solid, liquid, or gas.
3.2.3.A2 (Advanced)
Recognize that all objects and materials in the world are made of matter.
3.2.4.A1 (Advanced)
Identify and classify objects based on their observable and measurable physical properties.
Compare and contrast solids, liquids, and gases based on their properties.
3.2.3.B4 (Advanced)
Identify and classify objects and materials that are conductors or insulators of electricity.
Identify and classify objects and materials as magnetic or nonmagnetic.
3.2.4.B2 (Advanced)
Identify types of energy and their ability to be stored and changed from one form to
another.
3.2.4.B3 (Advanced)
Understand that objects that emit light often emit heat.
3.2.4.B4 (Advanced)
Apply knowledge of basic electrical circuits to the design and construction of simple direct
current circuits. Compare and contrast series and parallel circuits. Demonstrate that
magnets have poles that repel and attract each other.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
3-PS2-3 (Advanced)
Ask questions to determine cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other.
3-PS2-4 (Advanced)
Define a simple design problem that can be solved by applying scientific ideas about
magnets. *
4-PS3-1 (Advanced)
Use evidence to construct an explanation relating the speed of an object to the energy of
that object.
4-PS3-2 (Advanced)
Make observations to provide evidence that energy can be transferred from place to place
by sound, light, heat, and electric currents.
4-PS3-3 (Advanced)
Ask questions and predict outcomes about the changes in energy that occur when objects
collide.
4-PS3-4 (Advanced)
Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another.*
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Unit: Earth and Space-Grade 4
Subject: Science
Timeline: 8 Weeks
Purpose:
For students to learn how the systems in our galaxy function and affect one another. Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Patterns exist in the universe
How does motion affect our solar system?
Systems interact and influence each other
Why are patterns essential in our solar system?
Forces influence matter and its action
How have scientists explored the universe?
Scientists use specific methods, design processes and tools and
technology to solve problems and collect information
Learning Targets:
-I can identify planets in our solar system and their basic characteristics
-I can describe the earth’s place in the solar system that includes the sun (a star), planets, and many moons
-I can recognize that the universe contains many billions of galaxies and that each galaxy contains billions of stars
-I can identify major lunar phases
-I can explain time (days, months, year & seasons) using solar system motions
-I can describe the motions of the earth, moon and sun system
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.3.3.B1 (Advanced)
Relate the rotation of the earth and day/night, to the apparent movement of the sun, moon, and stars across the sky. Describe the changes that occur in the observable shape of the
moon over the course of a month.
3.3.4.B1 (Advanced)
Identify planets in our solar system and their basic characteristics. Describe the earth’s place in the solar system that includes the sun (a star), planets, and many moons. Recognize that
the universe contains many billions of galaxies and that each galaxy contains many billions
of stars.
3.3.4.B2 (Advanced)
SCALES - Know the basic characteristics and uses of telescopes. PATTERNS/PHASES Identify major lunar phases. PATTERNS - Explain time (days, seasons) using solar system
motions.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
5-PS2-1 (Advanced)
Support an argument that the gravitational force exerted by Earth on objects is directed
down.
5-ESS1-1 (Advanced)
Support an argument that the apparent brightness of the sun and stars is due to their
relative distances from Earth.
5-ESS1-2 (Advanced)
Represent data in graphical displays to reveal patterns of daily changes in length and
direction of shadows, day and night, and the seasonal appearance of some stars in the
night sky.
5-ESS2 (Advanced)
Earth’s Systems
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Unit: Biology-Grade 4
Subject: Science
Timeline: 6 Weeks
Purpose:
For students to learn how living things, nonliving things, and their environment all interact and have affects on one another; and how living things survive these interactions. Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Patterns exist in the universe
How do organisms and their environment affect each other?
Structure determines function
How do organisms survive?
Systems interact and influence each other
How can tools and technology help us learn about the history of
Scientists use specific methods, design processes and tools and
organisms?
technology to solve problems and collect information
Learning Targets:
I can classify something as living vs. nonliving
I can describe interactions between living and nonliving things in an ecosystem.
I can describe the basic needs of plants and animals
I can name the life processes of a living thing
I can identify characteristics that plants and animals need to survive in different environments.
I can explain the difference between habitats vs. biomes and how they differ from an ecosystem.
I can explain the specific adaptations of an animal and how they help the animal to survive.
I can explain how changes in environment (fire, pollution, floods), habitat, and seasons affect living things and their environments and
sometimes lead to extinction.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.1.3.A1 (Advanced)
Describe characteristics of living things that help to identify and classify them.
3.1.3.C2 (Advanced)
Describe animal characteristics that are necessary for survival.
3.1.4.C1 (Advanced)
Identify different characteristics of plants and animals that help some populations survive
and reproduce in greater numbers. Describe how environmental changes can cause
extinction in plants and animals.
3.1.4.C2 (Advanced)
Describe plant and animal adaptations that are important to survival.
3.1.4.C3 (Advanced)
CONSTANCY AND CHANGE - Compare fossils to one another and to currently living
organisms according to their anatomical similarities and differences.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
3-LS4-1 (Advanced)
Analyze and interpret data from fossils to provide evidence of the organisms and the
environments in which they lived long ago.
3-LS4-3 (Advanced)
Construct an argument with evidence that in a particular habitat some organisms can
survive well, some survive less well, and some cannot survive at all.
4-LS1-1 (Advanced)
Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.
4-LS1-2 (Advanced)
Use a model to describe that animals’ receive different types of information through their
senses, process the information in their brain, and respond to the information in different
ways.
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Unit: Ecology-Grade 4
Subject: Science
Purpose:
For students to understand that all organisms depend on living and nonliving features of the environment in order for survival. Wetlands functions include many that are of importance to people, including flood control, groundwater recharge, water filtration and purification, erosion control, recreation, education and research. They also have many functions that make them important to wildlife and the ecosystems connected to them. Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Systems interact and influence each other
How are organisms dependent on one another?
Patterns exist in the universe
How do organisms shape their environment?
Forces influence matter and its action
How do matter and energy flow through ecosystems, watersheds and
wetlands?
Scientists use specific methods, design processes and tools and
technology to solve problems and collect information
Learning Targets:
-I can explain how living things are dependent upon other living and nonliving things necessary for survival.
-I can describe the interactions between living and nonliving components of a local ecosystem
-I can describe if one factor changes in an ecosystem what results will occur.
-I can identify and explain how an ecosystem works and how it can change over time
- I can predict how changes in the environment can affect ecosystems and wetlands and its parts
-I can describe and identify the types of wetlands
-I can describe and identify watersheds
-I can describe lentic and lotic water systems
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
4.1.3.E (Advanced)
Identify changes in the environment over time.
4.1.4.A (Advanced)
Explain how living things are dependent upon other living and nonliving things for survival.
4.1.4.B (Advanced)
Identify how matter cycles through an ecosystem.
4.1.4.C (Advanced)
Explain how most life on earth gets its energy from the sun.
4.1.4.D (Advanced)
Explain how specific adaptations can help organisms survive in their environment.
4.1.4.E (Advanced)
Explain that ecosystems change over time due to natural and/ or human influences.
4.2.3.B (Advanced)
Identify plants and animals found in a wetland.
4.2.4.A (Advanced)
Describe the physical characteristics of a watershed.
4.2.4.B (Advanced)
Describe the characteristics of different types of wetlands.
4.2.4.C (Advanced)
Explain how freshwater organisms are adapted to their environment.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
4-ESS1 (Advanced)
Earth’s Place in the Universe
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