4th+Grade

**Core Content Committee (CCC) Representative: Karen Roberts** kroberts@pccsd.net [] ODE Revised Science Standards **Inquiry Focus:** Science Inquiry and Application During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.
 * Grade 4: **
 * Contributors:**
 * Contents:**
 * Fourth Grade Units**
 * Instructional Resources**
 * Formative Assessment**
 * Standards & Model Curriculum **

Sample Student Inquiry Investigation: (Describe your sample inquiry here)

1.Topic
Electricity, Heat and Matter ====2. Student Research Investigation Question ==== How does mass change during a physical and chemical change (ice melting, Alka-Seltzer in water)? ====3. Variables (dependent and independent) ==== dependent: mass of water, tablet, ice independent: heat, location

4. Hypothesis
They will weigh more, less, or the same.

5. Procedure
Students will weigh water and Alka-Seltzer separately, then dissolve the tablet in the water and weigh it again. Alternate: students will weigh an ice cube frozen, then melt it and weigh it again. Alternate: students will weigh a cookie, then break it apart to crumbs and weigh it again. Students should come to the conclusion that the mass remains the same no matter how the item changes.

= **Units: Content and I Can Statements** = Teaching Sequence: Fall Kit:
 * Fall Kit: Water
 * Winter Kit: Magnetism and Electricity
 * Spring Kit: Landforms

**Life Science: Earth's Living History**
//This topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors. //

Foss Kit: Water []

Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful.
 * I can determine if removing or adding plants to an area increases or decreases erosion.
 * I can describe major changes in Ohio’s environments over time and the organisms supported in each (e.g., oceanic, glacial, wetlands, forests).
 * I can explain the changes that occurred in the biotic and abiotic components of the ecosystem.
 * I can answer //How does this impact other organisms in that environment?//

Fossils can be compared to one another and to present day organisms according to their similarities and differences.
 * I can observe fossils and compare them to similar plants and animals that live today, using simple classification schemes.
 * I can observe of fossils and infer the environmental conditions that existed when the fossils were formed (e.g., fish fossils would indicate a body of water existed at the time the fossils formed).
 * I can experiment with making fossils to determine some of the necessary (living and nonliving) conditions for making fossils and to determine if similar conditions exist today.
 * I can propose and test multiple ways that living things with soft body parts can leave fossil evidence.

Winter Kit:

Physical Science: Electricity, Heat, and Matter
// This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they apply to heat and electrical energy. //

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Foss Kit: Magnetism and Electricity []

The total amount of matter is conserved when it undergoes a change.
 * I can recognize that the amount of matter stays constant during any change.
 * I can explain why the volume of water decreases when placed in an open container and left to sit for an extended period of time.
 * I can investigate what happens to the total amount of mass* during many types of changes (e.g., ice melting, salt dissolving, paper tearing, candle burning, Alka-Seltzer ® in water).

Energy can be transformed from one form to another or can be transferred from one location to another.
 * I can recognize that energy can cause motion or create change.
 * I can design and construct a device that causes a small cart to roll and involves energy transfers between four objects (e.g., push a ball off a table so it falls on an object that releases a rubber-band cart).
 * I can recognize that a working circuit requires a continuous loop of electrical conductors.
 * I can compare and contrast circuits that light the bulbs with circuits that do not light the bulbs.
 * I can build a circuit that contains two light bulbs.
 * I can analyze the differences between working and nonworking circuits and determine patterns and trends in the experimental evidence.
 * I can design and construct a switch that can turn a light on and off in a circuit.

Spring Kit:

Earth and Space Science: Earth’s Surface
// This topic focuses on the variety of processes that shape and reshape Earth’s surface. // Foss Kit: Landforms [] Earth’s surface has specific characteristics and landforms that can be identified.
 * I can recognize that 70 percent of Earth’s surface is water.
 * I can identify common landforms from maps or graphics.
 * I can identify the processes that can change the surface of Earth.
 * I can locate areas that have been formed through deposition and erosion using topographic or aerial maps.
 * I can plan, build and use a model (such as a small-scale stream table) that can demonstrate the formation of a landform or feature that formed through contact with water.

The surface of Earth changes due to weathering.
 * I can identify weathering as processes that change rock at or near Earth’s surface.
 * I can recognize that weathering can occur at different rates.
 * I can recognize that water, wind, pollution/gases in the air, ice movement, earthquakes, volcanoes, freezing/thawing and plant action can all weather rock and soil.
 * I can differentiate between weathering and erosion.
 * I can plan and implement an experiment to model and compare different types of weathering and/or rates of weathering that can occur.

The surface of Earth changes due to erosion and deposition.
 * I can identify erosion as a process that transports rock, soil or sediment to a new location.
 * I can identify deposition as the settling or coming to rest of transported rock, soil or sediment.
 * I can differentiate between weathering and erosion.
 * I can compare and contrast erosion and deposition.
 * I can build a model to investigate the movement of glacial ice that creates a pattern of glacial movement that can be recognized by a variety of glacial deposits or erosion.

**Additional INQUIRY Instructional Resources (Lessons, Assessments, Video, Content Information, etc.):**

This document has the correlations between the Foss kits and the content standards. []

Earth and Space Science: Earth's Surface a lesson plan about weathering: Smoothing out the Rough Spots [|http://www.uen.org/Lessonplan/preview?LPid=] [|2188]
 * The surface of Earth changes due to weathering.
 * The surface of Earth changes due to erosion and deposition.

Life:

 * **Topic** ................. || **Assessment Probe** ..................... **(Title,Volume,Page)** ||< **Assessment Strategy** ....... **(Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11px;">Environment change || Habitat Change/Vol 2/p.143 - 148 ||<  ||   ||

Earth:

 * **Topic** ................. || **Assessment Probe** ..................... **(Title/Volume/Page)** || **Assessment Strategy** ....... **(Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Landforms, Weathering and Erosion || Mountaintop Fossil/Vol 2/p. 165 - 170 ||  ||   ||
 * Weathering, Erosion, Deposition || Beach Sand/Vol 1/p. 163 - 168 ||  ||   ||
 * Weathering, Erosion, Landforms || Mountain Age/Vol 1/p. 169 - 175 ||  ||   ||

Physical:

 * **Topic** ................. || **Assessment Probe** ..................... **(Title/Volume/Page)** || **Assessment Strategy** ....... **(Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Energy Transfer || Ice-Cold Lemonade/Vol 2/p. 77 - 82 ||  ||   ||
 * Energy Transfer || Mixing Water/Vol 2/p. 83 - 89 ||  ||   ||   ||
 * Conservation of Matter || Ice Cubes in a Bag/Vol 1/p. 49 - 54 ||  ||   ||
 * Conservation of Matter || Lemonade/Vol 1/p. 55 - 60 ||  ||   ||
 * Conservation of Matter || Cookie Crumbles/Vol 1/p. 61 - 65 ||  ||   ||
 * Conservation of Matter || Hot and Cold Balloons/Vol 3/p. 45 - 50 ||  ||   ||


 * Literature Integration (Reading Streets, etc.):**