Fourth Grade Science Resources South Carolina Support Document South Carolina Science Standards

South Carolina Science and Engineering Practices Support Document South Carolina Elementary Instructional Units

Science Unit and Kit Matrix Material within each quarter may be taught in any order depending on student needs.

 

 

 

 

 

Unit Standards Unit Focus/I Can Statements Teacher Note: Unit Assessments

Suggested Resources

Vocabulary

Science and Engineering Practices Standard 4.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. 4.S.1A.1 Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs. 4.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 4.S.1A.3 Plan and conduct scientific investigations to answer questions, test predictions and develop explanations: (1) formulate scientific questions and predict possible outcomes, (2) identify materials,

Scientific investigations should always be done in the context of content knowledge expected at this grade level. The standard describes how students should learn and demonstrate knowledge of the content outlined in the other standards. 4.S.1 I can use science and engineering practices which include the processes and scientific inquiry. 4.S.1A.1 I can ask and answer questions about the natural world. 4.S.1A.2 I can develop and use models to understand and represent phenomena, processes, and relationships. I can develop and use models to test devices or solutions.

4.S.1 The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. 4.S.1B.1 Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. Questions drive science and engineering. It is an essential practice to developing scientific habits of mind. These questions are driven by curiosity, by the desire to understand a phenomenon, or by the need to solve a problem. Asking real questions and defining real problems are not done for their own sake. In science, a question should always lead to an investigation to acquire the necessary evidence in an attempt to answer that question. In engineering, defining the problem should always lead to the designing and testing of a solution to that problem. ● Science begins with questions about phenomena, seeking to gather the evidence necessary to construct an explanation about the phenomena. Asking questions leads towards inquiry. ● Engineering begins with a problem, need, or desire and seeks to develop and test a solution

 

 

 

procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 4.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation or graphing) to (1) reveal patterns and construct meaning or (2) support explanations, claims, or designs. 4.S.1A.5 Use mathematical and computational thinking to (1) express quantitative observations using appropriate English or metric units, (2) collect and analyze data, or (3) understand patterns, trends and relationships between variables. 4.S.1A.6 Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data

I can develop and use models to communicate ideas to others. 4.S.1A.3 I can, with teacher guidance, conduct investigations to answer scientific questions, test predictions, and develop explanations. 4.S.1A.4 I can analyze and interpret data to understand patterns and meanings 4.S.1A.5 I can use mathematical thinking to recognize and express quantitative observations. I can use mathematical thinking to collect and analyze data I can use mathematical thinking to understand patterns and relationships. 4.S.1A.6 I can construct explanations of phenomena using student generated observations and measurements. I can construct explanations of phenomena using results of investigations. I can construct explanations of phenomena using data communicated in graphs, tables, or diagrams.

to solve the problem, meet the need, or fulfill the desire. Defining problems leads towards design. Scientific vs. Non-scientific questions ● Scientific questions can be addressed through quantifiable data. These data are reproducible through carrying out investigations and should be consistent across trials. This process leads towards a scientific explanation that is well supported by evidence from the data. ● Non-scientific questions do not lend themselves to the collection of quantifiable data or simply cannot be addressed through a structured, scientific investigation. In the case of the former, they cannot be answered through the acquisition of data that is reproducible across investigations. Answers to these questions will not be consistent because the data will not be consistent. The kinds of questions scientists ask ● What exists and what happens? ● What causes it to happen? ● How does one know? ● What constitutes data? ‘ ● How can information (evidence, explanations, and models) about this phenomenon be communicated? The kind of questions engineers ask ● What can be done to address this particular need or want? ● How can the need be better specified (criteria for success, constraints, what should be tested)? ● Why does this need exist? ● What tools and technologies are available or could be developed for addressing this need? ● How can the solution to the need be communicated?

 

 

 

communicated in graphs, tables, or diagrams. 4.S.1A.7 Construct scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts. 4.S.1A.8 Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language. 4.S.1B.1 Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

4.S.1A.7 I can construct scientific arguments to support explanations using evidence from observations and data. 4.S.1A.8 I can obtain and evaluate informational texts, observations, data collected, or discussions to generate and answer questions. I can obtain and evaluate informational texts, observations, data collected, or discussions to understand phenomena. I can obtain and evaluate informational texts, observations, data collected, or discussions to develop models. I can obtain and evaluate informational texts, observations, data collected, or discussions to support explanations, claims, or designs. 4.S.IB.1 I can construct devices or design solutions to solve specific problems by asking questions to identify problems or needs.

 

 

 

I can construct devices or design solutions to solve specific problems by asking questions about the criteria and constraints of the devices or solutions. I can construct devices or design solutions to solve specific problems by generating and communicating ideas for possible devices or solutions. I can construct devices or design solutions to solve specific problems by building and testing devices or solutions. I can construct devices or design solutions to solve specific problems by communicating the results.

Unit Standards Unit Focus/I Can Statements Teacher Note: Unit Assessments

Suggested Resources

Vocabulary

Earth Science: Weather and Climate Standard 4.E.2: The student will demonstrate an understanding of the water cycle and weather and climate patterns. 4.E.2A.1 Obtain and communicate information

Earth’s atmosphere is a mixture of gases, including water vapor and oxygen. The movement of water, which is found almost everywhere on Earth including the atmosphere, changes form and cycles between Earth’s surface and the air and back again. This cycling of water is driven by energy from the

4.E.2A.2 It is essential for students to know that water changes form and cycles between Earth’s surface and the air and back again. The components of the water cycle process include: Evaporation Liquid water on Earth becomes a gas, called water vapor, as part of the air through the process of evaporation. The process of evaporation results from the Sun’s energy. Condensation

Earth Science: Weather and Climate Instructional Resource from the State Department Delta Science Module (DSM)

Gases Cycle Atmosphere Troposphere Oxygen Nitrogen

 

 

 

 

about some of the gases in the atmosphere (including oxygen, nitrogen, and water vapor) to develop models that exemplify the composition of Earth’s atmosphere where weather takes place. 4.E.2A.2 Develop and use models to explain how water changes as it moves between the atmosphere and Earth’s surface during each phase of the water cycle (including evaporation, condensation, precipitation, and runoff). 4.E.2B.1 Analyze and interpret data from observations, measurements, and weather maps to describe patterns in local weather conditions (including temperature, precipitation, wind speed/direction, relative humidity, and cloud types) and predict changes in weather over time. 4.E.2B.2 Obtain and communicate information about severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) to explain steps humans can take to reduce the impact of severe weather phenomena. 4.E.2B.3 Construct explanations about regional

Sun. The movement of water in the water cycle is a major pattern that influences weather conditions. Clouds form during this cycle and various types of precipitation result. 4.E.2 I can demonstrate an understanding of the water cycle and weather and climate patterns. 4.E.2A.1 I can obtain and communicate information about gases in the atmosphere to develop models that exemplify the composition of Earth’s atmosphere where weather takes place. 4.E.2A.2 I can develop and use models to explain how water changes as it moves between the atmosphere and Earth’s surface during each phase of the water cycle. Scientists record patterns in weather conditions across time and place to make predictions about what kind of weather might occur next. Climate describes the range of an area’s typical weather conditions and the extent to which those conditions vary over long periods of time. Some weather conditions

Condensation happens in the air as water vapor changes back to droplets of water. Clouds form as a result of condensation; dew also forms from condensation, but the water droplets condense directly onto a surface such as grass, a car, or glass. The process of condensation results from the cooling of air temperature. Precipitation After condensation occurs allowing for the forming of clouds, any form of water that falls from the clouds is called precipitation (rain, snow, sleet, hail). Snow, sleet, and hail result from freezing temperatures in the air; rain forms when the air temperature is above freezing. Runoff If precipitation falls on land surfaces, it attempts to return to the ocean or lakes as runoff. It is not essential for students to know the process of transpiration from plants or the movement of water through the groundwater system. 4.E.2B.1 It is essential for students to know that there are three basic types of clouds. These clouds can be classified based on their observable characteristics. Cumulus Puffy, lumpy-looking clouds often with a flat bottom. When cumulus clouds are dark they usually bring rain; white cumulus clouds do not bring rain. Cirrus High, thin, wispy clouds. They are formed mostly of ice crystals. Cirrus clouds are most often associated with fair weather. Stratus Layers of clouds that spread out covering a large area. Stratus clouds are often lower in the sky. The formation of clouds happens when water vapor in the air rises, cools and condenses (or moves from a warm place to a cool place and condenses), forming the water droplets that make up a cloud. A cloud is a collection of tiny, liquid water droplets not water vapor gas. It is not essential for students to know the combination of cloud names.

Weather Instruments

Carbon dioxide Water vapor Water cycle Evaporation Condensation Precipitation Run off

climate differences using data from the long term weather conditions of the region.

lead to severe weather phenomena that have different effects and safety concerns. 4.E.2B.1 I can analyze and interpret data to describe patterns in local weather conditions and predict changes in weather over time 4.E.2B.2 I can obtain and communicate information about severe weather phenomena to explain steps humans can take to reduce the impact of severe weather phenomena. 4.E.2B.3 I can construct explanations about regional climate differences using data from the long term weather conditions of the region.

4.E.2B.2 It is essential for students to know that daily changes in weather result from changes in weather conditions, including temperature, wind speed and direction, and precipitation. Temperature The condition of how hot or cold the air is at a given time Wind speed The condition of how fast the wind is moving Wind direction The condition determined by where the wind is coming from Precipitation The condition of the type of water falling to Earth from the clouds As the seasons of the year change, temperature changes may cause precipitation changes; winds blowing from the north may bring colder air than winds blowing from the south or west. One day’s weather conditions can be compared to another in the same season, or compared to daily weather that occurs in different seasons. Examples of weather conditions are fair weather, showers or light rain, clear skies with cold temperatures, days of clouds and precipitation, or windy fair days or windy stormy weather; however, the comparisons should be related to the four conditions in the indicator. Weather patterns involve weather conditions that are repeated due to the season of the year. For example, summer temperatures are generally warmer than winter temperatures. It is not essential for students to know air pressure or humidity conditions. Weather related to different types of fronts or air masses is not expected at this grade level. Thunderstorm A severe storm with lightning, thunder, heavy rain and strong winds. Hail may also form. Some examples of the effects of thunderstorms may be: heavy rains can cause flooding; lightning can cause fires; strong winds can blow over trees or power lines. Tornado A small, funnel-shaped cloud that comes down from a storm cloud with winds spinning at very high speeds. Some examples of the effects of tornadoes may be: high winds can tear apart

buildings; every time it touches the ground, it destroys everything in its path. Hurricane A large storm that forms over warm ocean water with very strong winds that blow in a circular pattern around the center, or eye, of the storm. Some examples of the effects of hurricanes may be: high winds can blow over trees, power lines, and even buildings; heavy rain can cause flooding; the storm waves on the ocean can come in at the beach and damage the coastal area; There are safety concerns related to these storms because of their conditions and effects. Some examples of these safety concerns may be: During a thunderstorm, stay inside if possible; stay out of the water; and do not stand under trees. During a tornado, find a safe place away from window; if you cannot find shelter lie flat in a ditch or other low place; and do not stay in your car. During a hurricane, board up windows in your house; stay away from windows; and move further inland if you are near the coast. It is not essential for students to know how these storms form. 4.E.2B.3 It is essential for students to carry out procedures for collecting and measuring weather conditions in order to understand daily weather conditions. Weather data must be collected and read accurately using appropriate instruments: Wind Speed Wind speed is measured with an anemometer as the wind causes the cups to spin. As the cups spin, the anemometer counts how many times they spin in a given period of time. The more turns, the faster the wind speed. Wind Direction Wind direction is determined with a wind (weather) vane. Wind direction is described by the direction from which the wind is blowing. Precipitation Amount of precipitation is measured in a rain gauge. Markings on the side show how much rain has fallen. A rain gauge measures rainfall in inches. Temperature Air temperature is measured using a thermometer.

 

 

The scale may be read in degrees Fahrenheit or Celsius. It is not essential for students to make any of these instruments (but in some cases they can), or to use a sling psychrometer, barometer, or hygrometer. It is essential for students to know that using data collected through daily or long term observations and measurements, patterns in weather can be seen. Weather predictions are based on qualitative and quantitative collected data; they are not just guesses. Some weather signs can be seen by looking at clouds (4-4.2). Changes in wind speed or wind direction can indicate storms or temperature changes. Meteorologists interpret information from a variety of sources and use those sources to make predictions. The information they use is shown on a weather map. Weather maps may show large masses of warm or cold moving air. Lines between the air masses are called fronts. o When a warm front passes over an area, the air temperature increases. o When a cold front passes over an area, the air temperature decreases. Data related to temperature and precipitation can also be found on a weather map. It is not essential for students to know how to read weather map data related to air pressure, how fronts form, how the air masses move in each type of front, stationary or occluded fronts, how to interpret station models, or how to track a hurricane from data.

Unit Standards Unit Focus/I Can Statements Teacher Note: Unit Assessments

Suggested Resources

Vocabulary

Earth Science: Stars and the Solar System Standard 4.E.3: The student will demonstrate an

Astronomy is the study of objects in our solar system and beyond. A solar system includes a sun, (star), and all other objects that orbit that

4-3.1 Essential Learning: It is essential for students to know that Earth is a planet that orbits around the Sun. There are also other planets that also orbit the Sun; some are closer to the Sun than Earth and others are

Earth Science: Stars and the Solar System Instructional Unit

Solar system Planet Constellations

 

 

 

 

 

understanding of the locations, movements, and patterns of stars and objects in the solar system. 4.E.3A.1 Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets. 4.E.3A.2 Obtain and communicate information to describe how constellations (including Ursa Major, Ursa Minor, and Orion) appear to move from Earth’s perspective throughout the seasons. 4.E.3A.3 Construct scientific arguments to support claims about the importance of astronomy in navigation and exploration (including the use of telescopes, astrolabes, compasses, and sextants). 4.E.3B.1 Analyze and interpret data from observations to describe patterns in the (1) location, (2) movement, and (3) appearance of the Moon throughout the year. 4.E.3B.2 Construct explanations of how day and night result from Earth’s rotation on its axis.

sun. Planets in our night sky change positions and are not always visible from Earth as they orbit our Sun. Stars that are beyond the solar system can be seen in the night sky in patterns called constellations. Constellations can be used for navigation and appear to move together across the sky because of Earth’s rotation. 4.E.3 I can demonstrate an understanding of the locations, movements, and patterns of stars and objects in the solar system. 4.E.3A.1 I can develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun. I can develop and use models of Earth’s solar systems to exemplify the main composition of the planets. 4.E.3A.2 I can obtain and communicate information to describe how constellations appear to move from Earth’s perspective throughout the seasons. 4.E.3A.3 I can construct scientific

farther away. Some are small, rocky planets like Earth (Mercury, Venus, Mars); some are large planets with a surface made of gas (Jupiter, Saturn, Neptune, Uranus) unlike Earth. Planets Planets are bodies, natural satellites, that orbit the Sun, a star. Earth Earth is the third planet from the Sun in the solar system Sun The Sun is the name for the central star in our solar system. The sequence of the named planets from the Sun outward is also part of this recall. It is not essential for students to know specific data about each planet, for example, distance from sun, time of revolution or rotation. Students do not need to name the planets with rings, nor do they need to identify the names of or number of moons a planet has. Students do not need to order the planets by any characteristic other than their orbiting arrangement as they revolve around the Sun. 4-3.2 Essential Learning: It is essential for students to know that even though the Sun, the Moon and Earth are all in the solar system, they have different properties. Earth Earth has a rocky surface as a planet and also has water on it. It has an atmosphere of gases around it. It orbits millions of miles from the Sun as the third planet in the solar system. Sun The Sun is a star, a large ball of glowing gases that is extremely hot. It does not have a rocky surface and its atmosphere glows and gives off light. It is located at the center of the solar system. Earth and other planets revolve around it. Moon The Moon is the natural satellite that orbits the Earth. It has a rocky, dusty surface with many craters and no water. It has no atmosphere. It is not essential for students to know more specific data about Earth compared to the Sun and the Moon, for example, time of revolution or rotation with this indicator.

from the State Department. Delta Science Module (DSM) Solar System

Astronomy Location Pattern Sextants Telescopes Astrolabe Orbit Pattern Sun Earth Star Major Ursa Minor Ursa Orion Equator Poles Northern hemisphere Southern hemisphere

 

 

4.E.3B.3 Construct explanations of how the Sun appears to move throughout the day using observations of shadows. 4.E.3B.4 Develop and use models to describe the factors (including tilt, revolution, and angle of sunlight) that result in Earth’s seasonal changes

arguments to support claims about the importance of astronomy in navigation and exploration. Earth orbits around the Sun and the Moon orbits around Earth. These movements together with the rotation of Earth on a tilted axis result in patterns that can be observed and predicted. 4.E.3B.1 I can analyze and interpret data to describe patterns in the location of the Moon throughout the year. I can analyze and interpret data to describe patterns in the movement of the Moon throughout the year. I can analyze and interpret data to describe patterns in the appearance of the Moon throughout the year. 4.E.3B.2 I can construct explanations of how day and night result from Earth’s rotation on its axis. 4.E.3B.3 I can construct explanations of how the Sun appears to move throughout the day using observations of shadows. 4.E.3B.4

4-3.3 Essential Learning It is essential for students to know that the Sun as a star produces heat and light deep down inside of it. The Sun produces and gives off its own heat and light. Earth receives that heat and light after they travel through space. The Sun is the source of almost all energy on Earth: Plants take the Sun’s energy and use it to make food energy. The Sun’s energy causes weather conditions on Earth. Heat from the Sun causes the process of evaporation of water on Earth’s surface. The Sun’s energy is stored in fossil fuels (for example, coal, oil, or natural gas) that formed from some organisms that died long ago. It is not essential for students to know the nuclear process that takes place so that the Sun can produce heat and light. They do not need to know the types of radiation that the Sun gives off. 4-3.4 Essential Learning It is essential for students to know that Earth has distinct seasons which result from the tilt of its axis and its revolution around the Sun. Earth revolves around the Sun one time each year in about 365 days. Earth has seasons because Earth’s axis is tilted. Because of the tilt, the number of daylight hours changes throughout the year. As Earth revolves around the Sun, different parts of Earth get more sunlight. The tilt also causes the northern or the southern part of Earth, to point toward the Sun. When the tilt is toward the Sun, the season is summer; when the tilt is away from the Sun, the season is winter. The two hemispheres have opposite seasons. The seasons do NOT depend on the distance of Earth from the Sun. Axis Earth rotates around an imaginary straight line called an axis that runs through the planet’s center. Revolution The movement of Earth as it makes an orbit around the Sun in one year. Seasons The effects on Earth due to the change in the amount of sunlight caused by the tilt of Earth’s axis. o

I can develop and use models to describe the factors that result in Earth’s seasonal changes

Summer occurs when part of Earth is tilted most toward the Sun o Autumn and spring occur when neither part of Earth is pointed directly toward or away from the Sun. o Winter occurs when part of Earth is tilted away from the Sun. o The sequence of the seasons during the year is summer, autumn/fall, winter, and then spring. It is not essential for students to know about the angle of the Sun’s rays. 4-3.5 Essential Learning It is essential for students to know that: Earth rotates (spins) on its axis and completes one rotation in 24 hours. Earth rotates from west to east, therefore, the Sun appears to rise in the east and set in the west. Because of this rotation, only the side of Earth facing the Sun is lit and therefore experiences day; the side of Earth not facing the Sun experiences night. It is not essential for students to know about the rotation of other planets. 4-3.6 Essential Learning It is essential for students to know that the Moon reflects light from the Sun and just like Earth, half of the Moon is always lit by the Sun. Because of the positions of the Sun, the Moon, and Earth, the Moon appears to change shape. The amount of reflected light from the Moon that is seen from Earth determines the phase. The changing shapes of the Moon are called phases. There are four main phases: o New moon – the entire half/side of the Moon facing Earth is dark. o Quarter moon – half of the side of the Moon facing Earth is lighted and the other half is dark; the Moon appears as a half circle; there are two quarter moon phases in the cycle. \ NOTE TO TEACHER: Students may see the name also as Half moon. o Full moon – the entire half/side of the Moon facing Earth is lighted; the Moon appears as a full circle. o Crescent moon – a small section (less than a

quarter moon) of the half/side of the Moon facing Earth is lighted. The change in the Moon’s phases from new moon to new moon takes about four weeks, 29½ days. It is essential for students to know that the Moon and Earth pull on each other because of gravity. The Moon’s pull on Earth makes the surface level of the ocean rise and fall; this change in level is called tide: High tide is when the ocean water level is the highest; there are two high tides each day. Low tides occur between high tides. It is not essential for students to know about the eclipse of the Moon. 4-3.7 Essential Learning It is essential for students to know that objects on Earth cast shadows that help show Earth’s rotation. The angle of the Sun, low in the sky to higher in the sky, changes the length of the shadow cast behind an object. In the morning, the Sun appears low in the sky; objects cast long shadows. As Earth rotates, the Sun’s appears higher in the sky, and the shadows get shorter. At noon, with the Sun overhead, objects cast short shadows or no shadow at all. As Earth continues to rotate and the Sun appears lower in the sky toward evening, the shadows get longer again. It is not essential for students to know about the types of shadows cast, umbra, or penumbra. Students do not need to make or interpret sundials. 4-3.8 Essential Question It is essential for students to know th at telescopes are tools that aid in the study of objects in outer space. A telescope can gather more light than the eye, so it makes faint, faraway objects seem brighter and closer. It is not essential for students to know about the design of reflecting and refracting telescopes, nor do they need to construct or experience the use of a telescope.

 

 

 

 

 

 

 

Unit Standards Unit Focus/I Can Statements Teacher Note: Unit Assessments

Suggested Resources

Vocabulary

Physical Science: Forms of Energy Light and Sound Standard 4.P.4: The student will demonstrate an understanding of the properties of light and sound as forms of energy. 4.P.4A.1 Construct scientific arguments to support the claim that white light is made up of different colors. 4.P.4A.2 Analyze and interpret data from observations and measurements to describe how the apparent brightness of light can vary as a result of the distance and intensity of the light source. 4.P.4A.3 Obtain and communicate information to explain how the visibility of an object is related to light. 4.P.4A.4 Develop and use models to describe how light travels and interacts when it strikes an object (including reflection, refraction, and absorption) using evidence from observations. 4.P.4A.5 Plan and conduct scientific investigations to

Light, as a form of energy, has specific properties including color and brightness. Light travels in a straight line until it strikes an object. The way light reacts when it strikes an object depends on the object’s properties. 4.P.4A.1 I can construct scientific arguments to support the claim that white light is made up of different colors. 4.P.4A.2 I can analyze and interpret data to describe how the brightness of light can vary as a result of the distance and intensity of the light source. 4.P.4A.3 I can obtain and communicate information to explain how the visibility of an object is related to light. 4.P.4A.4 I can develop and use models to describe how light travels and interacts when it strikes an object. 4.P.4A.5

Essential Learning It is essential for students to know the basic properties of light, including brightness, colors, and being visible. Brightness The intensity of light or brightness of light is related to the amount of light being seen. The closer the source of the light is, the greater the intensity or degree of brightness. The greater the distance the source of the light is, the lesser the intensity or brightness. Colors Light, or “white light”, is made up of all colors of light mixed together. If white light is passed through a prism, it can be separated into light of different colors. The colors are red, orange, yellow, green, blue, and violet. These are the colors seen in a rainbow. NOTE TO TEACHER: Some textbooks include indigo (a part of the blue range) in the spectrum of colors. Visible In order for an object to be visible, it must either give off its own light (be a source of light) or it must reflect light. The Sun, a candle flame, or a flashlight gives off visible light. The Moon and many objects around us reflect light in order to be seen. It is not essential for students to know about wavelengths or frequencies of light associated with colors. Essential Learning: It is essential for students to know that light is a form of energy and is made of many colors. Energy Energy is the ability to make something move, happen, or change. Colors The different colors of light are revealed when white light is passed through a prism and separated into the different colors of the rainbow, called the spectrum. These colors are related to the

Physical Science: Forms of Energy Light and Sound Instructional Unit from the State Department STC Sound Delta Science Module 3 Sound

Energy Color Prism Spectrum Brightness Intensity Visible Reflection Refraction Absorption Transparent Translucent Opaque

 

 

 

explain how light behaves when it strikes transparent, translucent, and opaque materials. 4.P.4B.1 Plan and conduct scientific investigations to test how different variables affect the properties of sound (including pitch and volume). 4.P.4B.2 Analyze and interpret data from observations and measurements to describe how changes in vibration affects the pitch and volume of sound. 4.P.4B.3 Define problems related to the communication of information over a distance and design devices or solutions that use sound to solve the problem.

I can plan and conduct scientific investigations to explain how light behaves when it strikes materials. Sound, as a form of energy, is produced by vibrating objects and has specific properties including pitch and volume. Sound travels through air and other materials and is used to communicate information in various forms of technology 4.P.4B.1 I can plan and conduct scientific investigations to test how different variables affect the properties of sound. 4.P.4B.2 I can analyze and interpret data to describe how changes in vibration affects the pitch and volume of sound. 4.P.4B.3 I can define problems related to the communication of information over a distance and design devices or solutions that use sound to solve the problem.

different amounts of energy in white light. Each color represents a different amount of energy. \ It is not essential for students to know the order of these colors in the rainbow or which colors are higher or lower in energy. They also do not need to know how projected colors mix to form different colors or white light, nor do they need to know which color pigments mix to form which different colors. Essential Learning: It is essential for students to know that light travels in a straight line away from the light source. It can travel through transparent material (4-5.4) and even through empty space. The way that light reacts when it strikes an object varies with the object. Reflection When light is reflected, it bounces back from a surface. Reflection allows objects to be seen that do not produce their own light. When light strikes an object, some of the light reflects off of it and can be detected by eyes. When light strikes a smooth, shiny object, for example a mirror or a pool of water, it is reflected so that a reflection can be seen that looks very similar to the object seen with light reflected directly from it. The color of the light that is reflected from an object is the color that the object appears. For example, an object that reflects only red light will appear red. Refraction When light is refracted it passes from one type of transparent material to another, and changes direction. For example, when light travels through a magnifying glass, it changes direction, and we see a larger, magnified view of the object. When a straw is viewed in water, light passes from the water to the air causing the path of the light to bend. When the light bends, the straw appears distorted (bent or broken) Absorption When light is absorbed it does not pass through or reflect from a material. It remains in the material as another form of energy. The colors of objects are determined by the light that is not absorbed but is reflected by

the objects. All other colors of light striking the object are absorbed by the object. A red object, for example, reflects red colors of light and absorbs all other colors. It is not essential for students to know about angles of reflection or refraction or the mixing of pigments or light to form various colors Essential Learning: It is essential for students to know that light behaves differently when it strikes different types of materials. Transparent A transparent material allows light to pass through it because it is not absorbed or reflected. Objects can be seen clearly when viewed through transparent materials. Air, glass, and water are examples of materials that are transparent. Translucent A translucent material scatters or absorbs some of the light that strikes it and allows some of the light to pass through it. Objects appear as blurry shapes when viewed through translucent materials. Waxed paper and frosted glass are examples of materials that are translucent. Opaque An opaque material does not allow light to pass through, light is either reflected from or absorbed by an opaque material. Wood, metals, and thick paper are examples of materials that are opaque. It is not essential for students to know about the interaction of light waves with materials to make them transparent, translucent, or opaque. Essential Learning: It is essential for students to know that electricity is a form of energy that can be cause change and be changed into other forms of energy. For example: Light

Electrical energy can be changed to light energy with light bulbs in lamps, televisions, and computer monitors. Heat Electrical energy can be changed to heat energy in stoves, toasters, and ovens. Sound Electrical energy can be changed to sound energy with radios and televisions. It is not essential for students to know the reasons why the electrical energy is being changed, only that it is being changed by identifying devices that do change the energy to other forms. Essential Learning: It is essential for students to know the components of a complete circuit (a closed path through which electricity flows) and their symbols including the wire, switch, battery, and light bulb (see also 4-5.7). The components of complete circuits with their symbols in parentheses are listed below with their functions: The wire ( ) conducts the electric current (the flow of electricity) The switch ( ) completes the circuit and allows current to flow if closed and stops the current if open The battery ( ) pushes the electric current around the circuit The light bulb ( ) is the object in the circuit that changes electrical energy to light energy. It is not essential for students to know how these components function or what would happen if more components were added to the circuit. Essential Learning:

It is essential for students to know the path of the electric current in electric circuits as follows: Series circuit In a series circuit, electric current goes through each device in the circuit in one sequential, complete path from the source of the current. o A diagram of a series circuit has one path for the electric current to flow through and has symbols for at least one battery, a wire, and one or more devices that change electrical energy to another form of energy for example light (light bulbs). o If one light bulb in a series goes out, all the other light bulbs in the circuit go out too because the circuit is no longer complete. Parallel circuit In a parallel circuit, however, the current branches into several loops and has more than one path through which the electric current flows. o A diagram of a parallel circuit shows more than one path through which the electric current flows and has symbols for at least one battery and several wires in more than one loop, branch, or path. Each path contains at least one device (for example a light bulb) that changes electrical energy to another form of energy . o If a light bulb goes out in one of the loops or paths of a parallel circuit, the lights in the other loops stay on because the electric current can flow in more than one path. It is not essential for students to explain why the brightness of the bulbs gets dimmer as bulbs are added in a series circuit, or why the brightness stays about the same with several bulbs in a parallel circuit. Nor do they have to explain what happens when more batteries are added to series versus parallel circuits. Essential Learning: It is essential for students to classify materials as conductors or insulators of electricity based on

whether they allow electric current to flow through the circuit or not as described below: Conductors Conductors allow electric current to flow through them in an electric circuit. If a bulb stays lit when an object is added to an electric circuit, the material is conducting the current through the circuit, and it is a conductor. Metals are conductors of electricity. Insulators Insulators do not allow electric current to flow through them in an electric circuit. If a bulb does not stay lit when an object is added to an electric circuit, the material does not conduct current, and it is an insulator. Plastics and wooden materials are examples of insulators. It is not essential for students to explain why some materials conduct electricity and others do not. Essential Learning: It is essential for students to know that an electromagnet becomes a magnet when an electric current passes through an insulated wire that is wrapped around an iron core (nail). The properties of magnets and electromagnets can be summarized as follows: Polarity Magnets and electromagnets have areas on their ends (if bar or horseshoe magnets) or on their tops and bottoms (if ceramic, plastic, or “donut” magnets) that are called poles. The magnetic pull or attraction is strongest at these poles. Every magnet has a North pole and a South pole. The poles of magnets affect each other in the following ways: o Like poles If the North pole of one magnet and the North pole of another magnet are brought close to each other, they will move away from each other or repel. The same thing

happens if the South pole of one magnet and the South pole of another magnet are brought close to each other. Like poles repel each other. o Unlike poles If the North pole of one magnet and the South pole of another magnet are brought close to each other, they will move toward each other or attract. Unlike poles attract each other. Attraction Magnets and electromagnets attract or tend to move toward each other (if unlike poles are near each other) and certain types of metals (mainly iron or steel). When iron nails or steel paper clips are held near a magnet, they will move toward or be attracted to the magnet. Repulsion Magnets and electromagnets can repel or move away from each other if their like poles (North-North or South-South) are brought near each other. Strength The attractive strength of a magnet or electromagnet is greatest at its poles. Some magnets have a greater attraction for magnetic materials than others. The size of the magnetic attraction of a magnet or electromagnet can be measured by counting the number of objects, for example paper clips that a magnet can pick up. It is not essential for students to draw lines of force or magnetic field diagrams for magnets, although a demonstration might be appropriate so that students can visualize magnetic force. Students do not need to know how to induce magnetism in objects. Essential Learning: It is essential for students to know the factors that affect the strength of an electromagnet are: Number of coils of wire By increasing the number of coils of insulated wire around an iron core (such as a bolt or nail), the strength of the electromagnet can be increased. Number/voltage of batteries By using a battery with a greater voltage or adding more batteries (in series) to the electric circuit, the strength of

 

 

 

 

the electromagnet can be increased. Properties of the core An iron core will produce the strongest magnet. By increasing the diameter of the core, the strength of the electromagnet can be increased. It is not essential for students to explain why these factors affect the strength of the electromagnet or why the electromagnet is magnetic. Students do not need to make or explain motors and generators.

Unit Standards Unit Focus/I Can Statements Teacher Note: Unit Assessments

Suggested Resources

Vocabulary

Life Science: Characteristics and Growth of Organisms Standard 4.L.5: The student will demonstrate an understanding of how the structural characteristics and traits of plants and animals allow them to survive, grow, and reproduce. 4.L.5A.1 Obtain and communicate information about the characteristics of plants and animals to develop models which classify plants as flowering or nonflowering and animals as vertebrate or invertebrate. 4.L.5A.2 Analyze and interpret data from observations and measurements to compare

Scientists have identified and classified many types of plants and animals. Each plant or animal has a unique pattern of growth and development called a life cycle. Some characteristics (traits) that organisms have are inherited and some result from interactions with the environment. 4.L.5 I can demonstrate an understanding of how the structural characteristics and traits of plants allow them to survive, grow and reproduce. I can demonstrate an understanding of how the structural characteristics and traits of animals allow them to survive, grow, and reproduce.

Essential Learning: It is essential for students to know that many organisms can be classified into two major groups—plants or animals—based on their physical characteristics. Plants can further be divided into flowering or nonflowering plants. Animals can be divided into vertebrates and invertebrates. Vertebrates can further be divided into fish, amphibians, reptiles, birds, and mammals. Plants are organisms that are made of many parts and are capable of making their own food. Many different types of plants have been identified. Some plants produce flowers while other plants do not produce flowers. Flowering plant Flowering plants are those plants that make seeds within flowers. Some flowers become the fruits that contain seeds. Examples are grasses, roses, oak trees, fruit trees, tomatoes, or bean plants. Nonflowering plants Non-flowering plants are those plants that make seeds within cones or produce spores instead of seeds. Some examples of non-flowering plants are pines, spruce, or cedar trees that produce cones, and ferns, mosses, and lichens that produce spores. Animals are organisms that can be made of many parts but

Life Science: Characteristics and Growth of Organisms Instructional Unit from the State Department STC Animal Studies Kit

Flowering plants Nonflowering plants Vertebrates Invertebrates Characteristics Pollination Germinate Reproduce Inherited traits

 

 

 

 

 

the stages of development of different seed plants. 4.L.5A.3 Develop and use models to compare the stages of growth and development in various animals. 4.L.5A.4 Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment. 4.L.5B.1 Develop and use models to compare how humans and other animals use their senses and sensory organs to detect and respond to signals from the environment. 4.L.5B.2 Construct explanations for how structural adaptations (such as the types of roots, stems, or leaves; color of flowers; or seed dispersal) allow plants to survive and reproduce. 4.L.5B.3 Construct explanations for how structural adaptations (such as methods for defense, locomotion, obtaining resources, or camouflage) allow animals to survive in the environment

4.L.5A.1 I can obtain and communicate information about the characteristics of plants to develop models to classify plants as flowering or nonflowering. I can obtain and communicate information about the characteristics of animals to develop models to classify animals as vertebrate or invertebrate. 4.L.5A.2 I can analyze and interpret data to compare the stages of development of different seed plants. 4.L.5A.3 I can develop and use models to compare the stages of growth and development in various animals. 4.L.5A.4 I can construct scientific arguments to support claims that characteristics of organisms are inherited or influenced by the environment. Plants and animals have physical characteristics that allow them to receive information from the

cannot make their own food. They must get energy from eating plants or other animals. Animals are classified according to whether or not they have a backbone. Vertebrates Animals with backbones. Vertebrates share other physical characteristics, for example, a protective skin covering, an inside skeleton, muscles, blood that circulates through blood vessels, lungs or gills for breathing. Vertebrates are divided into five groups based on physical characteristics: o Fish breathe with gills; (most) have scales and fins; most lay eggs; have a body temperature that changes with its environment o Amphibians spend the first part of their life they breathe with gills in water, and the adults breathe with lungs on land; have smooth, moist skin; most lay eggs; have a body temperature that changes with its environment o Reptiles breathe with lungs; have scales or plates; most lay eggs; have a body temperature that changes with its environment o Birds breathe with lungs; have feathers, a beak, two wings, and two feet; lay eggs; have a constant body temperature o Mammals breathe with lungs; have fur or hair; can nurse their young with milk; usually give birth to live offspring; have a constant body temperature Invertebrates Animals without backbones. Some have a hard outer covering or a shell, for example insects, crabs, or clams. Others do not have a hard outer covering or a shell, for example jellyfish or worms. Other examples of invertebrates are spiders, shrimp, crayfish, sponges, sea stars, or snails. It is not essential for students to know the scientific classification system or the difference between plant and animal cells. Students do not need to classify invertebrates into specific groups (for example, mollusks, arthropods, or

environment. Structural adaptations within groups of plants and animals allow them to better survive and reproduce. 4.L.5B.1 I can develop and use models to compare how humans and animals use senses and sensory organs to detect and respond to signals from the environment. 4.L.5B.2 I can construct explanations for how structural adaptations allow plants to survive and reproduce. 4.L.5B.3 I can construct explanations for how structural adaptations allow animals to survive in the environment

arachnids). They do not need to identify the parts of flowering plants. Essential Learning: It is essential for students to know that the characteristics of a distinct environment (the surroundings where an organism lives) influences the organisms found there. Examples of distinct environments include: Swamps Located in areas with warm temperatures. Because swamps have thick plant growth such as ferns and reeds, small bushes and small trees do not thrive due to lack of sunlight. The surviving trees are very tall, reaching for sunlight. Standing water causes the trunks of the trees to spread out to provide support. An example of a tree found in the swamp, the cypress has “knees”, or roots that come to the surface for oxygen. The animals that live in the swamp are very adapted to a water environment, for example alligators, turtles, ducks, frogs, and egrets. Rivers and streams Moving bodies of water that can be found in warm or cold areas. They can be fast or slow moving water. The speed of the water flow determines the types of plants and animals that live in them or use them. There are many plants (bushes and trees) along the banks as well as water plants. Many animals (for example fish, crayfish, snakes, and insects) use these plants for food or shelter. Tropical Rainforests Are very humid and warm and have an abundance of rain that leads to lush plant growth (for example, tall trees, vines, ferns, orchids, and other colorful flowering plants). Animals that live in the rainforest are often very colorful, to match the variety of plants. Many animals are also tree dwellers (for example birds and monkeys), moving across the tree canopy, rather than traveling on the ground.

Deserts Are dry with extreme temperature ranges. Some deserts are covered with sand. During the day it is very hot, whereas the nights are very cold. Most of the plants (for example cacti), and animals (for example lizards, scorpions, and jackrabbits) have ways to conserve moisture, are able to go long periods without water, or can withstand the extreme temperature changes. Polar Regions Are very cold and the amount of daylight varies greatly throughout the year. Winters are mostly dark with only moon and starlight, whereas in the summers, there is up to 24 hours of daylight. There is little variety of plant life (for example, small plants, lichens, and mosses). Animals that live in the polar region (for example reindeer, seals, polar bears, arctic foxes, and penguins) are adapted to these conditions by having extra fat or thick fur for insulation. Polar regions include the tundra, arctic and Antarctic areas. It is not essential for students to know distinct climate characteristics about biomes or characteristics about estuaries/salt marshes, oceans, lakes and ponds, forests and grasslands (5th grade). ** Refer to Support Documents for Charts of the information above. ** Essential Learning: It is essential for students to know that animals, including humans, have sensory organs that allow them to detect changes in their environments. After these changes are detected, the organism responds with certain behaviors. A behavior is a response to a change in the environment. Senses tell animals what they need to know about their environment. Sensory organs are any part of the body that receives signals from the environment. They help to keep

them out of danger and enable them to find food and shelter. Many animals have the same type of sense organs as humans. In some cases, animals do not have all the sense organs that humans have. In general, every animal has the senses it needs for its own environment and way of life. However, some animals need different information about the world to survive. They have senses that are very different from humans. For example: echolocation in bats, night vision of some snakes, electric senses of rays and sharks, magnetic senses of migratory birds, butterflies, and some whales. It is not essential for students to know the anatomy of the structures of the five sensory organs in humans or the functioning of the central nervous system. ** Refer to Support Documents for Charts of the information above. ** Essential Learning: It is essential for students to know that some characteristics that organisms have are inherited (come from their parents) and some can be acquired over the lifetime of that organism. These characteristics may be physical or behavioral. Physical Characteristics Some physical characteristics of organisms are passed from parents to their offspring (inherited). Some examples of animal characteristics may be type and color of body coloring, type and shape of sensory organ, or body structure. Some examples of plant characteristics may be type of leaf, color of flowers, or type of fruit. Some physical characteristics of organisms change over the life of the organism. Some examples of animal characteristics may be weight, hair length, or changes due to injury. Some examples of plant characteristics may be number

of leaves, length of roots, or amount of branching. Behavioral Characteristics A behavior is a response to a change in the environment. Both plants and animals respond to their environment. Plants respond to light, water, gravity, and touch. Some examples of ways in which plants respond to their environment may be: Their roots grow down, while stems grow up. Vines will grow up a support; or some leaves close up when touched. Leaves grow toward the light. Animals are born with certain behaviors that allow them to survive. In animals, these behaviors are called instincts. Some examples of animal instincts may be A duck knowing how to swim across the lake without being taught. Different birds build different types of nests without being taught how. Migration and hibernation are also instincts. Animals can also acquire behavioral characteristics as they grow and develop. These characteristics are usually in response to environmental conditions and are a result of learning. Learning is a change of behavior resulting from specific experiences. Unlike instinctive behaviors, learned behaviors are shaped by experience. Some examples of learned behaviors may be: o A dog can learn to roll over on command. o A baby bird is taught to fly by its parent. o A bear learns to fish for food. It is not essential for students to summarize how these behaviors influence the survival of an organism. Students do not need to identify specific tropisms or dormancy in plants. Essential Learning It is essential for students to know that in order to survive within an ecosystem, plants, and animals act in distinctive ways called behaviors. For example, how animals eat, sleep, and

communicate; or how plants reproduce or get what they need to make their food are all behaviors. Patterns of behavior are related to an organism’s environment. Changes in the environment, like those caused by climate or pollution, can lead to changes in the behavior of living things. Within a specific environment, an organism's pattern of behavior is related to: other organisms that are present, the availability of food and other resources, or the physical characteristics present. Some examples of these patterns of behaviors are: Organisms may compete for space, food, or resources if too many organisms are within the same environment and need the same resources. The number of organisms in an environment will increase or decrease depending on the availability of food and other resources. o Eating behaviors of some animals may change depending on the type of food available. o As some tall trees are cut, smaller plants can grow as the sunlight becomes available. The temperature, amount of rainfall, and the vegetation in an environment can affect how an organism reacts to its environment. o Animals may hibernate when the temperature becomes too cold and food becomes scarce. o Seeds will not germinate if the proper amount of rainfall or temperature is not available. Organisms must seek the environment that fits their structure and lifestyle. Organisms may change their behavior because of what happened in the environment around them. When the environment changes, some plants and animals survive and others die or move to new locations. It is not essential for students to study specific animal behaviors (including defense and courtship). Essential Learning:

It is essential for students to know that all organisms cause changes in the environment where they live. Some of these changes are harmful to the organism or other organisms, while other changes are helpful to the organism or other organisms. Humans depend on their environments. Humans change environments in ways that can be either harmful or helpful for themselves and other organisms. Some examples of human behaviors that change environments may be: o polluting the air, but working to cut down emissions from cars and factories; o dumping toxic substances into waterways, but cleaning the water before factories put it back into the rivers, or creating river “greenways” where people and animals can enjoy the natural river surroundings. o cutting down trees to use the logs for building homes, but replacing the cut trees by planting new trees. Other organisms also impact the environments. Some of these changes can be harmful and some can be helpful. Some examples of how other organisms can change the environment may be: o herd animals might overgraze land leading to erosion, but they can also fertilize the fields on which they graze and new plants can grow; o beavers build dams which block the flow of water; but create pond environments in which new plants and animals can survive; o kudzu, a plant that was introduced from another environment, has overgrown many other plants and trees in their environment; but it can be used for food or other resources. It is not essential for students to know about the effects of global warming or acid rain.