Download 4th SCIENCE - Sallie B. Howard School

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
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


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:
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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
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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.
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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:
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
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
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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?
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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?
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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
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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:
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
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:
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
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
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