Download Critical Content/Concept Web

6/23/2017
The goals and objectives from Standard 1: Nature of Science are incorporated throughout the other
science concept based units of study. These are the process standards of science. They are the tools
of science, the scientific method.
Please be sure as you develop the lessons to teach the science concept based units for your grade
level that you include the objectives specific to your grade level from standard 1.
Standard 1: Nature of Science
Goal 1.1: Understand Systems, Order and Organization
4. S.1.1.1 Explain that a system consists of an organized group of related objects that form a whole.
Goal 1.2:
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Understand Concepts and Processes of Evidence, Models, and Explanations
S.1.2.1 Make and record observations then analyze and communicate the collected data.
S.1.2.2 Define observations and interferences.
S.1.2.3 Make, describe and/or use models.
Goal 1.3: Understand Constancy, Change, and Measurement
4. S.1.3.1 Describe how changes occur and can be measured.
4. S.1.3.2 Measure in both U.S. Customary and International System of Measurement (metric system) units.
Goal 1.5: Understand Concepts of Form and Function
4. S.1.5.1 Explain the relationship between shape and use.
Goal 1.6:
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Understand Scientific Inquiry and Develop Critical Thinking Skills
S.1.6.1 Write questions that can be answered by conducting scientific tests.
S.1.6.2 Conduct scientific tests.
S.1.6.3 Use appropriate tools and techniques to gather and display data.
S.1.6.4 Use data to construct a reasonable explanation.
S.1.6.5 Make predictions based on data.
S.1.6.6 Analyze alternative explanations.
S.1.6.7 Communicate scientific procedures and explanations.
Goal 1.8: Understand Technical Communication
4. S.1.8.1 Analyze and follow multi-step instructions.
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4th Grade Vocabulary for Direct Instruction
Classification – To sort objects into groups according to their properties; or order objects according to a pattern
Process – A series of actions or changes that bring about an end result
Recycle – The process of breaking down materials into a different form that is used again.
Matter – Anything that has mass and takes up space
Photosynthesis – A process in which plants use energy from sunlight to make food
Nutrients – A substance that a living thing needs to live and grow
Reproduce – The process of making more of one’s own kind.
Population – All the organisms of the same kind that live in an ecosystem
Decomposer – A living thing that breaks down the remains of dead organisms
Food energy – The energy in food that moves through a food chain
Food Web – Two or more food chains that overlap
Words to Emphasize During all Experiments and Activities
Investigation – To find out as much as possible about something; to observe in detail; examine systematically.
Experiment – To investigate and collect data that either supports a hypothesis or shows that it is false while controlling variables
and changing only one part of an experimental setup at a time. (4-5)
Procedures – A step by step process (the steps of an experiment)
Observe – To use the senses and tools to gather or collect information.
Record – To write (in tables, charts, journals, draw, audio record, video record, photograph) to show observations.
Data – The results of an experiment
Evidence- Information and facts that help you prove something
Analyze – To look at collected information (data) to make predictions or draw conclusions.
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Critical Content/Concept Web
Unit Topic:
Adaptations of Plant and Animals within Ecosystems
Conceptual Lens:
Grade:
Unit Overview
Change
This unit is designed to expand and enrich the
student’s prior basic knowledge that animals
and plants compete and cooperate in
ecosystems. The concepts of biomes and
living and nonliving factors will be introduced.
Students will explore interrelationships in far
more detail, the effect of ecosystem change
on those interrelationships, and organisms’
adaptations to those changes. Additionally
food web, decomposers, and the idea of
energy and matter being recycled by the
system will be explored.
4th
ECOSYSTEMS /BIOMES
Habitat
Relationships
Communities
Food chain
Food web
Living (Biotic) and
Nonliving (Abiotic)
factors
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Approximate Time: 18 weeks (1 semester)
PLANTS /
ANIMALS WITHIN
ECOSYSTEMS
 Producers
 Consumers
 Decomposer
 Interactions
 Adaptations
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Unit Topic:
Adaptations of
Plant and Animals
within Ecosystems
Resources:
HMS Unit B
HMS Chapter Books: Ecosystems,
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CLASSIFYING
ANIMALS
Invertebrates
Vertebrates
Adaptations
Communities and Biomes, Life in
Ecosystems
Discovery Works Kit Classifying Animals
Unit Resources
Basal Text
Look to the North: A Wolf Pup Diary
Night of the Pufflings
How to Baby-sit an Orangutan
Saguaro Cactus
Fly Traps: Plants That Bite Back
Leveled Readers
Hiding to Survive (On)
Prairie Dog Town(On)
Everglades Forever (On)
The Mean Green Carnivores (Adv)
Don’t Go There (Adv)
The Land of Little Water (Below)
Beaks and Wings (ELL)
Plants of the Rain Forest (ELL)
HMS On – Line Science Readers
Amazing Adaptations
Animals of Alaska
Animals of the Amazon
Biodiversity Hotspots
Biomes
California’s Pygmy Rabbit
Cave Creatures
Life on The Serengeti
Mysteries of the Deep
Prairie Dogs and Black-Footed Ferrets
Studying the Past
Whale! Nantucket Whaling Days
Wild Adaptations
Suggested Literature
Not Provided By the District
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Owls in the Family, Farley Mowat
Cages, Peg Kehret
My Side of the Mountain, Jean Craighead George
The World that Jack Built, Ruth Brown
A River Ran Wild, Lynne Cherry
One Day in the Tropical Rain Forest
Here is the Arctic Winter, Madeline Dunphy
Here is the Wetland, Madeline Dunphy
Here is the Coral Reef, Madeline Dunphy
Come Back, Salmon
Island of the Blue Dolphins, Scott O’Dell
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Sign of the Beaver, Elizabeth Speare
The Incredible Journey, Sheila Bumford
Bears, Joni Phelps Hunt
The City Kid’s Field Guide, Ethan Herberman
Here is the African Savanna, Madeline Dunphy
Here is the Tropical Rain Forest, Madeline Dunphy
Here is the Southwest Desert, Madeline Dunphy
Poppy Avi
Midnight Fox, Betsy Byars
There ‘s an Owl in the Shower, Jean Craighead George
Grade: 4th
Subject: Science
Unit: Adaptations of Plant and Animals within Ecosystems
Lens: Change
Enduring Understandings
Guiding Questions
1. Natural processes alter systems.
1.
4. S.1.1.1 Explain that a system consists of an organized group of related
objects that form a whole.
4.S.1.2.3 Make, describe and/or use models
4.S.1.3.1 Describe how changes occur and can be measured
4. S.1.5.1 Explain the relationship between shape and use.
4. S.3.1.1 Analyze and communicate the adaptations of plants and animals to
their environment.
2.
3.
4.
5.
6.
7.
8.
9.
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Systems
a. What is a system?
b. What is a natural system?
C. What is an ecosystem?
Biotic (living) and abiotic (nonliving) factors have dependent and interdependent
relationships.
a. What is a biotic factor?
b. What is an abiotic factor?
c. How do abiotic factors affect biotic factors in an ecosystem?
Biomes support specific types of organisms.
a. What is a biome?
b. What environments support life?
c. What changes are caused by heating and cooling biomes?
d. How do abiotic factors affect biotic factors in an ecosystem?
The sun provides almost all living energy.
a. How do plants make their food?
b. How much of the sun’s energy is transferred up the food
chain?
Living organisms depend on the food chain within a biome for survival.
a. What is a food chain?
b. What is a food web?
c. What might cause a change in a food chain?
Natural processes alter an ecosystem.
a. What natural events cause change in an ecosystem?
b. How would they affect the populations in an ecosystem?
A species survival depends on its ability to adapt to or change its environment.
a. Why do species adapt?
b. How do species adapt?
c. What types of change would cause a species to adapt
Changes in population may require plants & animals to adapt.
d. What is a community?
e. What is a population?
f. What is a species?
g. How do living organisms interact in an ecosystem?
The extinction of a species may disrupt the food chain.
a.
b.
c.
d.
e.
2. All things can be classified into categories.
4. S.3.1.2 Describe the difference between vertebrate and invertebrate animals.
4. S.3.1.3 Classify the five groups of vertebrates (mammal, reptiles, amphibians,
birds, and fish) based on characteristics.
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What do threatened, endangered, and extinct mean?
What causes an organism to become extinct?
What role have humans played in extinction?
How might the extinction of a species affect other populations?
Will the extinction of a species affect humans?
2. There are two categories of animals: vertebrates & invertebrates.
a. What are the characteristics of vertebrates and invertebrates?
b. What are the five classes of vertebrates?
Grade: 4th
Subject: Science
Unit: Adaptations of Plant and Animals within Ecosystems
Lens: Change
Critical Content and Skills
Students will Know…
1. An ecosystem is made up of all the living and nonliving
things that interact in an area.
2. The nonliving parts of an ecosystem help living things
meet their needs.
3. The living (biotic) and non-living (abiotic) factors of an
ecosystem.
4. Different plants and animals live in different ecosystems.
5. Definition of a biome.
6. Organisms in an ecosystem interact and depend on
each other.
7. All energy in MOST ecosystems comes from the sun.
(Deep sea vent and geothermal vent ecosystems are not
dependent on the sun)
8. The role of producers, consumers, and decomposers.
9. The difference between a food web and a food chain.
10. Scavengers and decomposers recycle energy and
matter in ecosystems.
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Students will be able to…
1. Explore and examine an ecosystem.
a. Set up a terrarium
b. Record findings
2. Identify, observe, and record data.
3. Create and label a model/diagram/poster/book.
4. Classify the 5 groups of vertebrates based on characteristics.
a. Mammal
b. Reptile
c. Amphibians
d. Birds
e. Fish
11. Natural and man made events can disturb an
ecosystem.
12. What causes adaptations in plant and animal species to
their biomes.
13. A species survival depends upon its ability to adapt or
to change its environment.
14. What causes the extinction of an organism.
15. The difference between vertebrate and invertebrate
animals.
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Grade: 4th
Subject: Science
Unit: Adaptations of Plant and Animals within Ecosystems
Lens: Change
Instructional Plan/Activities
(Correlations)
1. Explore and examine local ecosystem.
2. Sort and label pictures of animals, plants, and landforms of biomes.
3. Create a biome.
4. Create a vertebrate with a physical adaptation. Identify the adaptation, explain the need, and its use. “Create-a-Critter”
5. Given a food web with a key food source eliminated, the students will create an adaptation that will ensure survival.
6. See Project Wild activities.
7. Take a field trip to the Botanical Gardens, Birds of Prey Center, and/or Zoo Boise
8. Make a list of careers that deal with the ecosystems/environment.
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Critical Content/Concept Web
Unit Topic:
Solar System
Conceptual Lens:
Grade:
Unit Overview
Systems/Cycles
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This unit builds on the student’s prior
knowledge of the Sun, Moon and Earth
System and how they each effect the day,
year, and seasons. The focus of this unit is to
explore the history, current, and future
exploration of our Solar System. Students will
understand how the components within the
solar system are independent, yet
interrelated.
4th
SOLAR SYSTEMS
Order of Planets
Sun
Moon
Comets/Meteors/Asteroids
TECHNOLOGY
Telescopes
Space
shuttles/rockets
Satellites
Unit Topic:
Solar System
GRAVITY
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Orbits
Tides
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Understand what technology scientists
use to explore the solar system.
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Know basic facts about planets, stars,
galaxies, and natural satellites.
Approximate Time: 6-8 week unit
Resources:
Experience Science Space Kit
Video Media
Video, CD “The Planets”
Video Disc: The Great Solar System Rescue
Bill Nye-Space
Magic School Bus Lost in Space
Schlessinger Space Exploration
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HMS Student Edition Unit D Chapter 11
(supplemental)
Planetarium at Capital High School
Star Lab at Centennial High School
Unit Resources
Basal Text
HMS On – Line Science Readers
A Visit to the Planetarium
Galileo Galilee, Astronomer
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Grade: 4th
Subject: Science
Unit: Solar System
Lens: Systems/Cycles
Enduring Understandings
1. Space systems have components that function independently
and yet are interrelated.
4. S.4.1.1 Compare and contrast the basic components of our solar system (planets, sun, moon,
asteroids, comets, meteors).
4. S.4.1.2 Explain the effect of gravity on orbits and objects.
4. S.4.1.3 Explain the effect of moon’s gravity on Earth’s tides.
4. S.2.1.2 Describe the physical properties of solids, liquids, and gases.
4.S.2.1.3 Explain the changes caused by heating and cooling materials
Guiding Questions
a. What is a solar system?
b. What are the basic components of a solar system?
c. How are the components of the solar system
independent?
d. How does the earth compare with other planets with an
emphasis on conditions necessary for life?
e. What is gravity?
f. What effects of gravity can we see on earth?
g. What effect does gravity have on the solar system?
2. Technology increases our knowledge base within the solar
system.
a. What tools do we use to observe the solar system?
b. What do we discover with these tools?
4. S.5.2.1 Identify tools used for space exploration and for scientific investigations.
c. How do discoveries change our understandings of the
universe?
d. How does technology increase our knowledge-base within and
beyond the solar system?
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Grade: 4th
Subject: Science
Unit: Solar System
Lens: Systems/Cycles
Critical Content and Skills
Students will know…
1. Characteristics of each planet and why they have those
characteristics.
a. Note: JPL and NASA websites are excellent sources
2. Difference between comets, meteors, asteroids.
Students will be able to…
1. Compare and contrast using a model/book.
2. Summarize information and interpret graphs, charts, and
organized information through the use of observation and
recording data.
3. Use technology. (JPL/NASA websites)
3. Effects of gravity on orbits and objects.
4. Create a scale model of the solar system.
4. Reason for Earth’s tides.
5. Scientists make discoveries that change our understanding of
the universe.
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5. Describe the technologies used by scientists to make new
discoveries of a universe.
Grade: 4th
Subject: Science
Unit: Solar System
Lens: Systems/Cycles
Suggested Instructional Plan/Activities
(Correlations)
1. Create comparison charts of planets (size, probable atmosphere, temperature, distance from sun, composition).
2. Draw a picture of the moon and earth illustrating the force of gravity pulling the moon into orbit and the moon pulling on earth’s
oceans causing the tides.
3. Students use their bodies to build a model of planetary revolution, illustrating the causes of seasons with oral explanations.
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Critical Content/Concept Web
Unit Topic:
Magnetism and Electricity (Nature of Science)
Conceptual Lens:
Grade:
Unit Overview
Energy and Matter
4th
Electricity
Magnetism
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Magnetic
Fields
Magnetic
Force
Poles
Unit Topic:
Electricity and
Magnetism
Atomic Structure
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Electrons
Protons
Charges
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Static
Current
Insulators
Conductors
Circuits
Through the scientific method, the student
explores the properties of magnets and the
behavior of electric charges in both static
and current electricity. Through the
resources and activities, students
investigate how magnets pull on things
made of iron without touching them, act
through other materials, and exert a push or
a pull on other magnets. Students also
discover that electrically charged materials
exert a push or pull on other objects. They
investigate electric current by creating
series and parallel circuits and devices such
as electric cells and electromagnets. Finally,
students examine how electric power is
generated and transported, and focus on
electrical safety.
Approximate Time: 6-8 week unit
Resources
Experience Science Electricity Kit
Student Text, Unit F, Chapter 15
(supplemental)
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Unit Resources
Basal Text
HMS On – Line Science Readers
Wind and Water, Two Great Powers
Windmills
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Grade: Fourth
Subject: Science
Unit: Magnetism and Electricity
Lens: Energy and Matter
Enduring Understandings
Guiding Questions
1. Magnets have poles that exert a push or a pull (force).
a. When you put like magnetic poles together do they pull or
push?
b. When you put opposite poles together do they pull or push?
c. When you spread iron filings on a paper and move a magnet
underneath it what happens?
d. Do magnets create a field of force?
e. Is that force blocked by paper?
2. Atoms have particles that exert a push or a pull.
a.
b.
c.
d.
3. Magnets can be used to generate an electrical current.
a. What happens to the micro-amp meter when you pass a
magnet through a wire coil?
b. What happens when you pull the magnet back the other way?
c. What does a micro-amp meter measure? (Electrical current)
d. Can you generate an electrical current with a magnet?
4. Electrical currents behave in predictable ways.
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a.
b.
c.
d.
What are the particles of an atom?
What charge does an electron have?
What charge does a proton have?
Do like charges attract (pull) or repel (push)?
What is an electrical current?
How do we create it?
How do we use it?
In what ways is it predictable?
Grade: Fourth
Subject: Science
Unit: Magnetism and Electricity
Lens: Energy and Matter
Critical Content and Skills
Students will know…
Students will be able to…
1. Magnets attract certain materials such as iron and steel.
1. Use the multiple steps of the scientific process.
2. Magnets have North and South poles.
2. Detect magnetic properties.
3. Magnets have magnetic fields that exert forces in all
directions around the magnet.
3. Measure magnetic force.
4. A magnetic field can be used to generate an electrical
current.
5. An electrical current can be used to generate a magnetic
field.
6. Definition of an atom.
7. Static electricity consists of an electric charge on the
surface of an object.
4. Identify the parts of an atom.
5. Diagram an atom.
6. Label atomic charges.
7. Explain how electrical charges affect the behavior of protons
and electrons.
8. Compare and contrast conductors and insulators.
9. Construct parallel and series electrical circuits.
8. Current electricity is the flow of negative charges through a
conductor in a closed circuit.
9. How to construct electric circuits.
10. Electrical energy is changed into useful energy such as heat
and light by electrical devices to produce heat, light, and
motion.
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10. Diagram a light bulb.
Grade: Fourth
Subject: Science
Unit: Magnetism and Electricity
Lens: Energy and Matter
Suggested Instructional Plan/Activities
(Correlations)
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