Download Fourth Grade Science Pacing Guide

4.1 The student will demonstrate an
understanding of scientific reasoning,
logic and the nature of
science by planning and conducting
investigations in which
a) distinctions are made among
observations, conclusions, inferences,
and predictions;
b) objects or events are classified and
arranged according to characteristics or
properties;
Unit
Fourth Grade Science Pacing Guide
First 9 weeks
Red: change made during 2010 standard adoption
Blue: Resource that you can use from VDOE
Green: where an I-STEM unit is in place to support that SOL strand
c) appropriate instruments are
e) predictions and inferences
i) data are collected,
selected and used to measure
are made, and conclusions are
recorded, analyzed,
length,
drawn from a variety of
and displayed using
mass, volume, and temperature sources.;
bar and basic line
in metric units;
f) independent and dependent
graphs;,
d) appropriate instruments are
variables are identified;
j) numerical data that
selected and used to measure
g) constants in an experimental are contradictory or
elapsed time;
situation are
unusual in
identified;
experimental results
h) hypotheses are developed as are recognized;
cause and effect relationships;
SOL by number and
letter
Scientific Investigation
4.1
Enhanced Scope and
Sequence connection
Skills
k) data are
communicated with
simple graphs,
pictures, written
statements, and
numbers
l) models are
constructed to clarify
explanations,
demonstrate
relationships, and
solve needs; and
m) current
applications are used
to reinforce science
concepts.
Essential
Vocabulary
differentiate among
simple
observations,
conclusions,
inferences, and
predictions, and
correctly apply the
terminology
analyze, choose
millimeters,
centimeters, meters,
kilometers,
milliliters, liters,
grams, and kilograms
inference
experiment,
instrument,
independent,
dependent, constant
appropriate
instrument,
measure, predict
using graphs,
independent and
dependent
variables, constants
are identified
Weather
4.6
a) weather phenomenon
b)weather measurements and
meteorological tools
____________________(midpoint)
________________(midpoint)
I-STEM unit in development
c) use of weather
measurements and
phenomenon to make weather
predictions
Space
4.8
a)motions of Earth around sun
b)the causes for Earth’s
seasons
Precipitation & Temperature
Name that Cloud
Air Pressure
Storm Warning
Sun-Earth-Moon Model
Use anemometer,
thermometer,
barometer, rain gauge
Use weather data to
compare and predict,
differentiate,
compare and contrast,
analyze
differentiate
between rotation
and revolution
model & explain
Thermometer,
temperature,
barometer,
anemometer, rain
gauge, air pressure,
high and low
pressure, warm and
cold fronts
cirrus, stratus,
cumulus, and
cumulo-nimbus
clouds
rain, snow, sleet, and
hail, precipitation,
thunderstorms,
hurricanes, and
tornadoes
weather maps
wind speed,
meteorolgist
Rotation, revolution,
axial tilt, seasons,
Moon Phases: new,
waxing crescent, first
quarter, waxing
d)relative size, position, age
and makeup of Earth & Sun
e)historical contribution in
understanding the Earth-Sun
system
earth/moon/sun
system, motion,
compare, contrast,
analyze
gibbous, full, waning
gibbous, last quarter,
and waning crescent,
relative size, Earthcentered, suncentered, Aristotle,
Ptolemy, Copernicus,
and Galileo
the NASA Apollo
missions
Fourth Grade Science Pacing Guide
Second 9 weeks
4.1 The student will demonstrate an
understanding of scientific reasoning,
logic and the nature of
science by planning and conducting
investigations in which
a) distinctions are made among
observations, conclusions, inferences,
and predictions;
b) objects or events are classified and
arranged according to characteristics or
properties;
Unit
c) appropriate instruments are
selected and used to measure
length,
mass, volume, and temperature
in metric units;
d) appropriate instruments are
selected and used to measure
elapsed time;
SOL by number and letter
e) predictions and inferences
are made, and conclusions are
drawn from a variety of
sources.;
f) independent and dependent
variables are identified;
g) constants in an
experimental situation are
identified;
h) hypotheses are developed
as cause and effect
relationships;
Enhanced Scope and
Sequence connection
i) data are collected,
recorded, analyzed,
and displayed using
bar and basic line
graphs;,
j) numerical data that
are contradictory or
unusual in
experimental results
are recognized;
Skills
k) data are
communicated with
simple graphs,
pictures, written
statements, and
numbers
l) models are
constructed to clarify
explanations,
demonstrate
relationships, and
solve needs; and
m) current
applications are used
to reinforce science
concepts.
Essential
Vocabulary
Space
I-STEM unit: 3-2-1 Blast off
4.8
a)motions of Earth, the Moon,
and the Sun
c) the causes for the phases of
the Moon.
d)relative size, position, age and
makeup of Earth, the Moon, &
Sun
e)historical contribution in
understanding the Earth-Moon
system
Organization of the Solar System
4.7
Forces, Motion & Energy
4.2
a)motion is described by an
object’s direction and speed
________________(midpoint)
What’s the difference?
The Play’s the Thing
Moon Phases
Where am I?
_____________________(midpoint)
b, c, d)
I-STEM unit: 3-2-1 Blast off
Invest. Motion w/ incline
On your mark! Start your
eng
May the force be with you
Sample release test items
differentiate
between rotation
and revolution
model & explain
earth/moon/sun
system, motion,
moon phases
compare, contrast,
analyze
Rotation, revolution,
axial tilt, seasons,
Moon Phases: new,
waxing crescent, first
quarter, waxing
gibbous, full, waning
gibbous, last quarter,
and waning crescent
Earth-centered, suncentered, Aristotle,
Ptolemy, Copernicus,
and Galileo
the NASA Apollo
missions
Name 8 planets,
composition
(terrestrial or gas
giants), sequence
from sun, sequence
of planets based on
size, construct a
model of the sun and
planets
Describe motion,
collect position/time
data, interpret data
and graph of motion,
identify forces,
design and conduct
friction experiment,
describe the direction
of an object, infer
gas giant, terrestrial,
planet names,
sequence, planet,
solar system, sun/
star
Position, speed,
kinetic energy,
potential energy,
force, friction,
direction (up, down,
forward, backward)
Magnets & Electricity
4.3
e) simple magnetism
c) static electricity
a) conductors and insulators
f) historical contributions in
understanding electricity
(Franklin & Faraday)
Inventors
Circuits, Batteries, Bulbs
Electromagnets
Static Electricity
that objects have
kinetic energy,
design an
investigation to test
the hypothesis if the
mass of an object
increases then the
force needed to move
it will increase
Apply terms
correctly,
differentiate between
open and closed
circuit, create and
diagram series and
parallel circuits,
differentiate between
series and parallel,
diagram magnetic
field, construct
electromagnet,
design and conduct
static electricity
experiment, describe
the contributions of
B. Franklin, M.
Faraday, and T.
Edision, describe the
types of energies
(thermal, radiant,
mechanical) that are
transformed by
various household
appliances
insulators,
conductors, open and
closed circuit
parallel and series
circuit, magnetic
field
permanent magnet
electromagnet, static
electricity,
Lightning, electrons,
current, magnetic
poles
magnetic: iron,
nickel and cobalt
Ben Franklin,
Michael Faraday,
and Thomas Edison,
thermal, radiant,
mechanical
.
Fourth Grade Science Pacing Guide
Third 9 weeks
4.1 The student will demonstrate an
understanding of scientific reasoning,
logic and the nature of
science by planning and conducting
investigations in which
a) distinctions are made among
observations, conclusions, inferences,
and predictions;
b) objects or events are classified and
arranged according to characteristics or
properties;
c) appropriate instruments are
selected and used to measure
length,
mass, volume, and
temperature in metric units;
d) appropriate instruments are
selected and used to measure
elapsed time;
e) predictions and inferences
are made, and conclusions are
drawn from a variety of
sources.;
f) independent and dependent
variables are identified;
g) constants in an experimental
situation are
identified;
h) hypotheses are developed as
cause and effect relationships;
Unit
SOL by number and
letter
Enhanced Scope and
Sequence connection
Electricity & Magnets
4.3
a) conductors & insulators
b)basic circuits
d)ability of electrical energy
to be transformed into light
and motion and to produce
heat
e)simple electromagnets
f)historical contributions in
understanding electricity
Inventors
Circuits, Batteries, Bulbs
Electromagnets
Static Electricity
i) data are collected,
recorded, analyzed,
and displayed using
bar and basic line
graphs;,
j) numerical data that
are contradictory or
unusual in
experimental results
are recognized;
Skills
k) data are
communicated with
simple graphs,
pictures, written
statements, and
numbers
l) models are
constructed to clarify
explanations,
demonstrate
relationships, and
solve needs; and
m) current
applications are used
to reinforce science
concepts.
Essential
Vocabulary
Apply terms
correctly,
differentiate between
open and closed
circuit, create and
diagram series and
parallel circuits,
differentiate between
series and parallel,
diagram magnetic
insulators,
conductors, open and
closed circuit
parallel and series
circuit, magnetic field
permanent magnet
electromagnet, static
electricity, Lightning,
electrons, current,
magnetic poles
_____________________(midpoint)
I-STEM unit: Electrifying Elevators
Animals in Living Systems
4.5
Hello from My Habitat!
Life in the Web
The Best Beak for the Job
Change Is Good!
What Can We Do?
Released SOL test questions
Fourth Grade Science Pacing Guide
Fourth 9 weeks
field, construct
magnetic: iron, nickel
electromagnet, design and cobalt
and conduct static
Ben Franklin,
electricity
Michael Faraday, and
experiment, describe
Thomas Edison,
the contributions of
thermal, radiant,
B. Franklin, M.
mechanical
Faraday, and T.
.
Edision, describe the
types of energies
(thermal, radiant,
mechanical) that are
transformed by
various household
appliances
Skills: Differentiate, infer, investigate,
explain, describe, distinguish between,
compare and contrast, understand, illustrate –
adaptations
Vocabulary:
structural, behavioral adaptations, food web,
life cycle, community, eco system, niche,
producer, consumer, decomposer, nutrients,
water, shelter, space, habitats
4.1 The student will demonstrate an
understanding of scientific reasoning,
logic and the nature of
science by planning and conducting
investigations in which
a) distinctions are made among
observations, conclusions, inferences,
and predictions;
b) objects or events are classified and
arranged according to characteristics or
properties;
Unit
Plant Life Processes
c) appropriate instruments are
selected and used to measure
length,
mass, volume, and
temperature in metric units;
d) appropriate instruments are
selected and used to measure
elapsed time;
e) predictions and inferences
are made, and conclusions are
drawn from a variety of
sources.;
f) independent and dependent
variables are identified;
g) constants in an experimental
situation are
identified;
h) hypotheses are developed as
cause and effect relationships;
SOL by number and
letter
Enhanced Scope and
Sequence connection
4.4
Little Sprouts
Let There Be Light!
Photosynthesis
Flower Dissection
Released sol test questions
i) data are collected,
recorded, analyzed,
and displayed using
bar and basic line
graphs;,
j) numerical data that
are contradictory or
unusual in
experimental results
are recognized;
Skills
k) data are
communicated with
simple graphs,
pictures, written
statements, and
numbers
l) models are
constructed to clarify
explanations,
demonstrate
relationships, and
solve needs; and
m) current
applications are used
to reinforce science
concepts.
Essential
Vocabulary
create a
model/diagram
illustrating the parts
of a flower,
create/model/explain
plant reproduction &
pollinazation,
explain the process
of photosynthesis,
design an
investigation to
determine the
relationship between
the presence of
stamen, pistil,
sepal, embryo,
spore, seed, roots,
stems, leaves, and
flowers, spores,
Pollination, ferns,
mosses,
photosynthesis,
sugar, carbon
dioxide, water,
nutrients, and
sunlight, Oxygen,
Dormancy,
chlorophyl
sunlight and plant
growth, understand
plant adaptations
_____________________(midpoint)
Watershed
4.9
Watersheds
A River Runs Through It
Journey of a Raindrop
Compare, contrast,
distinguish, create
model of watershed,
ID watershed address
rivers, lakes, bays,
watershed, watershed
addresses
Chesapeake Bay, We
all live downstream”,
Groundwater
Virginia Resources
4.9
Forests
recognize, appraise
the importance of,
describe VA mineral,
forest, and soil/land
resources
Virginia’s mineral
resources, including
coal, limestone,
granite, and sand and
gravel
natural and cultivated
forests
natural resources:
including forests,
arable (farmable)
land, coal, sand and
aggregates (rocks),
wildlife and aquatic
organisms
Virginia’s Mineral Resources
Released SOL test questions