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SALLIE B HOWARD SCHOOL Science – Grade 4 Instructional Guide TIME FRAME: FIRST GRADING PERIOD SCOS GOALS AND OBJECTIVES ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS COMPETENCY GOAL 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Investigable Questions: 1. What physical characteristics can be used to identify one peanut (in shell) from other peanuts? 2. How does the background color affect the ability to see an object? 1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation. Essential Questions: How are animals classified? Essential Activities: Benchmarks: Diagram Animals in categories of: Vertebrate/Invertebrate (Vertebrate) Mammals, Reptiles, Amphibians, Fish & Birds (Invertebrate) Arthropods (Insects, Arachnids, Crustaceans), Mollusks (Snail, Clams, squid) Notebooking 1.05-H Conclude that people have different body shapes, sizes, and other personal characteristics that make them unique. Notebooking Essential Questions: What do animals need from their environment to survive? Benchmarks: Students will identify animal survival needs: Shelter Food 1 Water Climate Oxygen Essential Questions: How do animals of the same kind have similar and different physical characteristics? Benchmarks: Given pictures, students will classify animals according to student generated physical characteristics. Skills: Classification, Record, Observing, Recording, Inferring 1.03 Observe and discuss how behaviors and body structures help animals survive in a particular habitat. Essential Questions: How do body structures help animals survive? Essential Activities: Notebooking Benchmarks: Given a specified habitat, students will describe the physical characteristics of an animal that help it to survive in that habitat. (Example: A swamp, Alligator eyes and nostrils are located on the top of their head to be able to see and breathe in the water.) Essential Questions: How do behaviors help animals survive? Benchmarks: 2 1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats. Skills: Classification, Describe, Comparing, Evaluating Essential Questions: How do humans adapt to changing habitats? Essential Activities: Notebooking Benchmarks: Students will identify how humans create changes in a habitat and the effects on that habitat. (Example: Pond habitat) Essential Questions: How do animals adapt to changing habitats? Benchmarks: Students will set up an ecosystem, describe its characteristics and determine the ability of an animal to survive in that habitat. 1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including: Other animals. Plants. Weather. Climate. Skills: Observing, Inferring, Measure, Record Essential Question: Essential Activities: How does living things affect the life of animals in a habitat? Benchmarks: Students will set up an ecosystem, describe its characteristics and determine the ability of an animal to survive focusing on other plants and other animals sharing that same habitat. Notebooking 3 Essential Questions: How do nonliving things affect the life of animals in a habitat? Benchmarks: Students will set up an ecosystem, describe its characteristics and determine the ability of an animal to survive focusing on weather and climate of that environment. Skills: Observing, Inferring, Record TIME FRAME: SECOND GRADING PERIOD SCOS GOALS AND OBJECTIVES ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS 1.05 Recognize that humans can understand themselves better by learning about other animals. Essential Questions: How are humans and animals similar in physical structure? 3.01-H Infer the effects of facial expressions and body language when communicating with others. Benchmarks: Students will identify physical characteristics that humans and animals have that are similar. (Example: Vertebrates, Mammals, Muscle structure, bone structure, etc.) Essential Questions: How are human behaviors similar to animal behaviors? Benchmarks: Students will identify behaviors that ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS Essential Activities: Create a Double Bubble Thinking Map (or Venn Diagram) illustrating the similarities of animal and human physical features. Create a PowerPoint presentation comparing and contrasting the behaviors of humans and animals. 4 humans and animals have that are similar. (Example: eating habits, reproduction, recreation, etc.) Essential Questions: How are human habitat needs similar to those of animals? Benchmarks: Students will identify needs that humans and animals have that are similar. (Example: Shelter, Food, Water, Oxygen & Climate.) Goal 2 starts day 16 of 2nd marking period. COMPETENCY GOAL 2: The learner will conduct investigations and use appropriate technology to build an understanding of the composition and uses of rocks and minerals. 2.04 Show that different rocks have different properties. Create a publication (brochure, newsletter, poster or include in PowerPoint) comparing and contrasting the needs of humans and animals Notebooking Investigable Questions: 1. Given an assortment of rocks, how can they be grouped using their physical properties? 2. What effect does freezing of water have on rocks? 3. What factors effect the weight of a group of different rocks? Essential Questions What are the properties of rocks? Do all rocks have the same properties? Essential Activities: Benchmarks: Students will be able to differentiate among different types of rocks. Students will describe and replicate the steps involved in fossil formation. Skills: 5 Classify, Observe, Describe, Record 2.06 Classify rocks and rock-forming minerals using student-made rules. Essential Questions: How are rocks classified? 2.03 Explain how rocks are composed of minerals. Benchmarks: Students will classify rocks using student-made rules. Essential Questions: What are rocks composed of? Essential Activities: Notebooking Essential Activities: Benchmarks: Observe that rocks are composed of different materials called minerals. Analyze a granite sample to determine what minerals are present. 2.01 Describe and evaluate the properties of several minerals. Skills: Observe, Analyze, Communicate Essential Questions: What are the properties of minerals? Essential Activities: Notebooking 2.02 Recognize that minerals have a definite chemical composition and structure, resulting in specific physical properties including: Hardness. Streak color. Luster. Magnetism. Benchmarks: Students will investigate the hardness of minerals and will classify minerals according to hardness. 2.05 Discuss and communicate the uses of rocks and minerals. Essential Questions: How are rocks and minerals used? Skills: Observe, Classify, Compare Essential Activities: Notebooking Benchmarks: Students will identify uses of rocks and minerals in their daily 6 environment and will communicate the importance of these uses. 2.07 Identify and discuss different rocks and minerals in North Carolina including their role in geologic formations and distinguishing Skills: Observe, Record Essential Questions: What rocks and minerals are in North Carolina? How do these rocks and minerals help identify the regions of NC? Essential Activities: Notebooking Benchmarks: Students will identify rocks and minerals characteristic of each region of NC. Students will distinguish between the rocks and minerals of NC and rocks and minerals of other regions and states. Skills: Observe, Compare, Classify, Record TIME FRAME: THIRD GRADING PERIOD SCOS GOALS AND OBJECTIVES COMPETENCY GOAL 4: The learner will conduct investigations and use appropriate technology to build an understanding of how food provides energy and materials for growth and repair of the body. ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS Investigable Questions: 1. What does the size of a grease spot tell us about the amount of fat in a food? 2. What effect does the temperature of the water have on the gas production of a mixture of yeast and sugar? 3. Using the gas test, which type of cereal has the most sugar? 7 4.01 Explain why organisms require energy to live and grow. Essential Questions: Why do organisms require energy to live and grow? Essential Activities: Benchmarks: Students will conduct investigations with common foods and learn nutritional information. 4.02 Show how calories can be used to compare the chemical energy of different foods. Skills: Observing, Communicating, Comparing, Organizing, and Relating Essential Questions: What are the calorie values in different types of foods and how can they be measured? Benchmarks: Students will identify calories of various foods by reading nutritional information on food packages. 4.03 Discuss how foods provide both energy and nutrients for living organisms. 4.01-H Identify the major components of the digestive system and summarize the digestion process. 4.02-H Analyze how microorganisms can cause food borne illnesses and demonstrate safe food preparation, handling, cooking, and storing that promotes cleanliness and avoids cross contamination. Skills: Observing, Communicating, Comparing, Organizing, and Relating Essential Questions: How do foods provide energy for living organism Essential Activities: Compare the nutritional values of foods by looking at the FDA labels located on the packaging and the daily required allowance. Essential Activities: Benchmarks: Students will conduct sugar tests to investigate which contains the most sugar. Essential Questions: How do foods provide nutrients for living organism? 8 4.03-H Utilize the basic information on food labels to make decisions about the nutritional value of various foods. 4.04-H Demonstrate the ability to plan healthy meals and snacks that emphasize the principles of My Pyramid. 4.05-H Summarize the concept and the benefits of eating in moderation. 4.06-H Distinguish between healthy and unhealthy eating patterns. 4.04 Identify starches and sugars as carbohydrates. Benchmarks: Students will conduct acid base tests and combine baking soda and vinegar to create Carbon Dioxide. Skills: Observing, Communicating, Comparing, Organizing, and Relating Essential Questions: Do carbohydrates contain starches and sugars? Essential Activities: Compare the nutritional values of foods by looking at the FDA labels located Benchmarks: on the packaging and the Students will identify the amount of carbohydrates in foods focusing on the daily required allowance. Compare the carbohydrate amount of sugar and starch in that amount with the sugar and food. starch values. TIME FRAME: FOURTH GRADING PERIOD SCOS GOALS AND OBJECTIVES 4.05 Determine that foods are made up of a variety of components. ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS Essential Activities: Essential Questions: What amounts of food components are in healthy foods and are the Using food labels and FDA recommended daily allowance? regulations create a days worth of menus (breakfast, Benchmarks: lunch, snack and dinner) to Students will create a days worth of fulfill the recommended menus (breakfast, lunch, snack and daily allowance of dinner) to fulfill the recommended 9 daily allowance of carbohydrates, fats, carbohydrates, fats, proteins, water, vitamins and minerals. proteins, water, vitamins and minerals. Skills: Observing, Communicating, Comparing, Organizing, and Relating This unit starts day 16 of the 4th grading period. COMPETENCY GOAL 3: The learner will make observations and conduct investigations to build an understanding of magnetism and electricity. 3.05 Describe and explain the parts of a light bulb. Investigable Questions: 1. What effect does the type of circuit have on the brightness of the lights? 2. What materials will conduct electricity? 3. How will the changing the number of times the wire is wrapped around the bolt effect the holding power of the magnet? Essential Questions: Essential Activities: ” What are the parts of a light bulb? Benchmarks: Students will complete a diagram of a light bulb. Notebooking Skills: Observe 3.03 Design and test an electric circuit as a closed pathway including an energy source, energy conductor, and an energy receiver. Essential Question: How does an electrical circuit work? Essential Activities: Notebooking Benchmarks: Using batteries, bulbs and wires, students will make a light bulb work. Skills: 10 3.06 Describe and identify materials that are conductors and nonconductors of electricity. Observe, Design and Build, Infer Essential Question: What are the characteristics of materials that conduct electricity? Essential Activities: Notebooking Benchmarks: Students will use an electrical circuit to identify materials as conductors or nonconductors. 3.07 Observe and investigate that parallel and series circuits have different characteristics. Skills: Predict, Observe, Classify, Compare, Record Essential Questions: What is the difference between a parallel and series circuit? ” Notebooking Benchmarks: Students will create a parallel circuit. Students will create a series circuit. Students will compare the differences between a series and parallel circuit. 3.08 Observe and investigate the ability of electric circuits to produce light, heat, sound, and magnetic effects. Skills: Design, Compare, Observe, Record, Infer Essential Questions: What are various effects of electrical circuits? Essential Activities: Notebooking Benchmarks: Students will observe working electrical circuits and identify light, heat, sound and magnetic effects. Skills: 11 3.09 Recognize lightning as an electrical discharge and show proper safety behavior when lightning occurs. 3.01 Observe and investigate the pull of magnets on all materials made of iron and the pushes or pulls on other magnets. Observe, Record Essential Questions: What is lightning? How do we stay safe around lightning? Benchmarks: Students will identify lightning as an electrical discharge. Students will identify proper safety behavior. Essential Questions: What materials can a magnet attract? Essential Activities: Essential Activities: Notebooking Benchmarks: Students will classify materials into magnetic and nonmagnetic materials. 3.02 Describe and demonstrate how magnetism can be used to generate electricity. 3.04 Explain how magnetism is related to electricity. Skills: Observe, Record, Describe, Classify Essential Questions: How is magnetism related to electricity?” How can magnetism be used to generate electricity? Essential Activities: Notebooking Benchmarks: Students will design an electromagnet Students will recognize that electrical currents produce magnetic effects. Skills: Predict, Observe, Design, Compare, Record 12