loudoun county public schools science curriculum guide grade 4 science...grade four page 2 2017-2018...

Loudoun County Public Schools

Science Curriculum Guide

Modified from Virginia Science Standards of Learning Curriculum Framework

to include pacing and resources for instruction for the 2017-2018 school year

Grade Four Science 2017 - 2018

Sphagnum Sprite

Grade Four

2017-2018 Grade 4 Science

Pacing Guide at a Glance

Quarter Month Topic Related

SOL

Suggested number of

*Lessons

Target

Date for

Completion

Core Experience

1st September

October

Science Investigation† 4.1† 5 lessons and Integrated

Throughout the Year

11- 3-2017

Virginia’s Natural Resources ‡ (Optional inclusion of Earth Science

topics – Earthquakes, Volcanoes and

Fossils in this unit⌂)

4.9, 4.1

12-15 lessons (These standards can be

integrated with VA Studies

curriculum.)

Classifying Resources of

Virginia - CE

Fossils in the Regions of

Virginia - CE

Solar System 4.7,4.8‡,

4.1 12-15 lessons

Solar Motion – EQ

Exploring the Planets -

STEM

2nd

November

December

January

Weather 4.6, 4.1 12-15 lessons

1-26-2018

Finding Potential and

Kinetic Energy – EQ

Creating a Weather tool -

STEM

Forces, Motion & Energy 4.2, 4.1 12-15 lessons

Classifying Potential and

Kinetic Energy – CE

Roller Coaster 4 - STEM

3rd February

March

Electricity & Magnetism 4.3, 4.1 12-15 lessons

4-6-2018

Animal Bites and Food

Webs - EQ

Ecosystems ‡ 4.5‡, 4.1 12-15 lessons

Investigating Structural

and Behavioral

Adaptations – CE

Zoo Design - STEM

4th

April

May

June

Plant Anatomy and Life Processes 4.4, 4.1 12-15 lessons

6-13-2018

Classification of Plant

Parts – CE

Footprints - MWEE

*A lesson is approximately 30 minutes

† Scientific Investigation, Reasoning, and Logic (Science SOL 4.1) is reinforced throughout the year in all science lessons

‡Meaningful Watershed Experience Opportunity

⌂ Requirements may be satisfied in isolated science or social science lessons or through a combination of both.

CE – Core Experience EQ – Equipment Lesson

Essential Skills are listed with each SOL in the framework that follows. All essential skills should be covered with the related SOL

Grade Four

Fourth Grade Science - Focal Points

Scientific Investigation – 4.1

Observations, conclusions, inferences and

predictions

Experimental design – hypothesis and

variables (independent and dependent),

constants

Classify and analyze objects, measurements,

data

Measurements of length, volume, mass and

temperature in metric units

Display data, interpret and make predictions

from simple graphs, pictures, written

statements, numbers

Identify contradictory experimental results

Define elapsed time

Use models to explain and demonstrate

relationships

Make real world connections to science

concepts

VA Natural Resources – 4.9

Watershed and water resources

Chesapeake Bay

Mineral & energy resources

Importance of forests

Plant and animal resources

Soil and land use in Virginia

Earth, Moon & Sun System– 4.8

Revolution (years)

Rotation (days)

Seasons – tilt of the earth

Phases of the moon

Sun, Moon, Earth system (age & makeup)

NASA Apollo Missions

Contributions of Aristotle, Ptolemy,

Copernicus, Galileo

Solar System – 4.7

Names, order and relative size of planets

Weather – 4.6

Meteorological tools & measurements

Air pressure – barometer

Wind speed – anemometer

Rainfall – rain gauge

Temperature – thermometer

Fronts (warm, cold, stationary)

Clouds (cirrus, cumulus, stratus, nimbus)

Storms (thunderstorms, tornadoes, hurricanes)

Weather prediction

Forces, Motion & Energy – 4.2

Motion – speed and direction

Measurement of an object’s position over

time

Force – causes a change of motion

Friction

Kinetic and potential energy

Electricity & Magnetism – 4.3

Conductors and insulators

Circuits (open/closed; parallel/series)

Static electricity

Transformation of electrical energy into

heat, light, and motion, energy

Electromagnets and magnetism

Historical contributions (Faraday, Edison,

Franklin)

Ecosystems – 4.5

Structural adaptations

Behavioral adaptations

Organization of communities

Flow of energy through food webs

Habitats and niches

Life Cycles

Influence of human activity

Plant Anatomy and Life Processes– 4.4

Plant structures (leaves, stems, roots,

flowers)

Processes and structures involved with

reproduction (pollination, stamen, pistil,

sepal, embryo, spore, seed)

Photosynthesis (sunlight, chlorophyll, water,

carbon dioxide, oxygen and sugar)

Adaptation

Grade Four

Introduction to Loudoun County’s Science Curriculum

This Curriculum Guide and Framework is a merger of the Virginia Standards of Learning (SOL) and the

Science Achievement Standards of Loudoun County Public Schools. Many sections are copies or modifications

of Virginia’s SOL documents. Suggestions on pacing and resources represent the professional consensus of

Loudoun’s teachers concerning the implementation of these standards.

Contents

Science Goals of Learning Page 5

Investigate and Understand Page 6

LCPS Vision for STEM Page 7

Meaningful Watershed Educational Experience (MWEE) Page 8

Model Performance Indicators Page 10

K-12 Safety in the Science Classroom Page 15

Role of Instructional Technology in the Science Classroom Page 16

Internet Safety Page 17

Curriculum Framework Introduction Page 18

Science Standard 4.1 Page 20

Resources for 4.1 Page 27
















Grade Four

Science

Goals of Learning

Goals

The purpose of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and

understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science

instruction, students will be able to:

1. Develop and use an experimental design in scientific inquiry

2. Use the language of science to communicate understanding

3. Investigate phenomena using technology

4. Apply scientific concepts, skills, and processes to everyday experiences

5. Experience the richness and excitement of scientific discovery of the natural world through the historical

and collaborative quest for knowledge and understanding.

6. Make informed decisions regarding contemporary issues taking into account the following:

public policy and legislation

economic costs/benefits

validation from scientific data and the use of scientific reasoning and logic

respect for living things

personal responsibility

history of scientific discovery

7. Develop scientific dispositions and habits of mind including:

curiosity

demand for verification

respect for logic and rational thinking

consideration of premises and consequences

respect for historical contributions

attention to accuracy and precision

patience and persistence

8. Explore science-related careers and interest.

Grade Four

Investigate and Understand

Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and

understand.” This phrase was chosen to communicate the range of rigorous science skills and knowledge levels

imbedded in each standard. Limiting a standard to one observable behavior such as “describe” or “explain” would

have narrowed the interpretation of what was intended to be a rich, highly rigorous, and inclusive content standard.

“Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills:

• Observing

• Classifying and sequencing

• Communicating

• Measuring

• Predicting

• Hypothesizing

• Inferring

• Defining, controlling, and manipulating variables in experimentation

• Designing, constructing, and interpreting models

• Interpreting, analyzing, and evaluating data

“Understand” refers to various levels of knowledge application. In the Science Standards of Learning these

knowledge levels include the ability to

• Recall or recognize important information, key definitions, terminology, and facts

• Explain the information in one’s own words, comprehend how the information is related to other

key facts, and suggest additional interpretations of its meaning or importance

• Apply the facts and principles to new problems or situations, recognizing what information is

required for a particular situation, explaining new phenomena with the information, and

determining when there are exceptions

• Analyze the underlying details of important facts and principles, recognizing the key relations and

patterns that are not always readily visible

• Arrange and combine important information, facts, and principles to produce a new idea, plan,

procedure, or product

• Make judgments about information in terms of accuracy, precision, consistency, or effectiveness.

Therefore, the use of “investigate and understand” allows each content standard to become the basis for a broad

range of teaching objectives, which the local school division will develop and refine to meet the intent of the

Science Standards of Learning.

Grade Four

Loudoun County Public Schools’ Vision for STEM Education

According to the Congressional Research Service (2008), the United States ranks 20th among all nations in the

proportion of 24-year-olds who earn degrees in natural science or engineering. In response, government,

business and professional organizations have identified improvements in K-12 education in science, technology,

engineering and mathematics (STEM) as a national priority. The National Academy of Sciences report, Rising

Above the Gathering Storm (2007), calls for the strengthening of math and science education and for an urgent

change in STEM education. The U.S. Department of Education’s Report of the Academic Competitiveness

Council lists several K-12 STEM Education goals. Foremost is a goal to prepare all students with science,

technology, engineering, and math skills needed to succeed in the 21st century technological economy.

Increased performance in STEM fields requires STEM literacy. To become truly literate, students must have

better understanding of the fields individually, and more importantly, they must understand how the fields are

interrelated and interdependent. Clearly, formative experiences in STEM during their K-12 school years will

allow for a deeper STEM literacy and better prepare them for university and beyond. In order to properly

prepare our students, they must have a broad exposure to and a knowledge base in the STEM fields as part of

their K-12 education.

The goal of STEM education at LCPS is to deepen students’ knowledge, skills, and habits of mind that

characterize science, technology, engineering, and mathematics. Loudoun County Public Schools has many

exemplary programs designed to answer the call for STEM education. The Loudoun Governor’s Career and

Technical Academy at Monroe Technology Center and the Academy of Science at Dominion High School are

specialized programs that meet these goals. Additionally, LCPS offers students a variety of STEM courses and

opportunities that are rigorous, demanding, and help students develop skills required for the 21st century.

Based on the success of these programs, we are building capacity to provide integrated STEM education to all

LCPS students. Integrated STEM in LCPS is defined as experiences that develop student understanding within

one STEM area while also learning or applying knowledge and/or skills from at least one other STEM area.

Within this framework of integrated STEM, LCPS science courses will develop student’s science understanding

necessary to be scientifically literate; which includes science content, habits of mind, science process skills, and

relevant application of scientific knowledge. Through integrated STEM science instruction students will

develop an understanding of the connections with other STEM disciplines. Additionally, science instruction at

LCPS is intended to generate a large pool of students prepared to pursue STEM areas in college or through

further on-the-job training in the workplace.

LCPS STEM experiences will:

Capitalize on student interest

Build on what students already know

Engage students in the practices of STEM

Engage students with inquiry learning

Grade Four

Meaningful Watershed Educational Experiences

The “Stewardship and Community Engagement” Commitment of the Chesapeake 2000 agreement clearly focuses

on connecting individuals and groups to the Bay through their shared sense of responsibility and action. The goal

of this Commitment formally engages schools as integral partners to undertake initiatives in helping to meet the

Agreement.

Two objectives developed as part of this goal describe more specific outcomes to be achieved by the jurisdictions

in promoting stewardship and assisting schools. These are:

Beginning with the class of 2005, provide a meaningful Bay or stream outdoor experience for every school

student in the watershed before graduation from high school.

Provide students and teachers alike with opportunities to directly participate in local restoration and

protection projects, and to support stewardship efforts in schools and on school property.

There is overwhelming consensus that knowledge and commitment build from firsthand experience, especially

in the context of one’s neighborhood and community. Carefully selected experiences driven by rigorous academic

learning standards, engendering discovery and wonder, and nurturing a sense of community will further connect

students with the watershed and help reinforce an ethic of responsible citizenship.

Defining a Meaningful Bay or Stream Outdoor Experience

A meaningful Bay or stream outdoor experience should be defined by the following.

Experiences are investigative or project oriented.

Experiences include activities where questions, problems, and issues are investigated by the collection and

analysis of data, both mathematical and qualitative. Electronic technology, such as computers, probeware, and

GPS equipment, is a key component of these kinds of activities and should be integrated throughout the

instructional process.

The nature of these experiences is based on learning standards and should include the following kinds of activities.

Investigative or experimental design activities where students or groups of students use equipment, take

measurements, and make observations for the purpose of making interpretations and reaching conclusions.

Project-oriented experiences, such as restoration, monitoring, and protection projects, that are problem

solving in nature and involve many investigative skills.

Experiences are richly structured and based on high-quality instructional design.

Experiences are an integral part of the instructional program.

Experiences are part of a sustained activity.

Experiences consider the watershed as a system.

Experiences involve external sharing and communication.

Grade Four

Experiences are enhanced by natural resources personnel.

Experiences are for all students.

Experiences such as tours, gallery visits, simulations, demonstrations, or “nature walks” may be instructionally

useful, but alone do not constitute a meaningful experience as defined here.

The preceding text contains excerpts from:

Chesapeake Bay Program Education Workgroup

STEWARDSHIP AND MEANINGFULWATERSHED EDUCATIONAL EXPERIENCES

http://vaswcd.org/?s=meaningful+watershed+education+experience

The link is found in the Virginia Department of Education Instructional Resources for Science:

http://www.doe.virginia.gov/instruction/science/resources.shtml

http://www.doe.virginia.gov/instruction/science/elementary/lessons_bay/index.shtml

Each LCPS K-12 Science Pacing Guide indicates where the Meaningful Watershed Educational Experiences fit

into the Virginia Standards of Learning. Resources for these experiences are cited in the Resources section of

each standard.

Many of the resources are from Lessons from the Bay and Virginia’s Water Resources a Toolkit for Teachers.

http://vaswcd.org/?s=meaningful+watershed+education+experience

http://www.doe.virginia.gov/instruction/science/resources.shtml

http://www.doe.virginia.gov/instruction/science/elementary/lessons_bay/index.shtml

Grade One page 10

Model Performance Indicators

Listed in the LCPS Science curriculum guide are sample Model Performance Indicator (MPI) tables. These

tables will be useful as you differentiate instruction for all of your learners, but they are especially helpful for

English Language Learners. Below are frequently asked questions about MPI.

What is a Model Performance Indicator (MPI)?

An MPI is a tool that can be used to show examples of how language is processed or produced within a

particular context, including the language with which students may engage during classroom instruction and

assessment.

Each MPI contains three main parts:

Language Function: The first part of an MPI, this shows how students are processing/producing

language at each level of language proficiency

Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge

and skills of the state’s content standards

Support: The final part of an MPI, this highlights the differentiation that should be incorporated for

students at each language level by suggesting appropriate instructional supports for students at each

level of language proficiency

The samples provided also include an example context for language use that provides a brief descriptor of the

activity or task in which students would be engaged, while the inclusion of topic-related language helps to

support the emphasis on imbedding academic language instruction into our content-area teaching practices.

How can these sample MPIs help me?

Educators can use MPI strands in several ways:

to align students’ performance to levels of language development

as a tool for creating language objectives/targets that will help extend students’ level of language

proficiency

as a means for differentiating instruction that incorporates the language of the content area in a way that

meets the needs of students’ levels of language proficiency

An MPI strand helps illustrate the progression of language development from one proficiency level to the next

within a particular context. As these strands are examples, they represent one of many possibilities; therefore,

they can be transformed in order to be made more relevant to the individual classroom context.

Where can I get more information about WIDA, MPIs, etc.?

See My Learning Plan for several WIDA training modules

Introduction to the WIDA ELD Standards

Transforming the WIDA ELD Standards

Interpreting the WIDA ACCESS Score Report

The information above was adapted from the 2012 Amplification of the English Development Standards Kindergarten-Grade 12 resource guide and can be accessed at www.wida.us

http://www.wida.us/

Grade Four

Model Performance Indicator Examples

SOL Strand and Bullet: SOL Strand and Bullet: 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by

planning and conducting investigations in which a) Distinctions are made among observations, conclusions, inferences, and predictions.

Example Context for Language Use: The class will be divided into 4 groups to conduct an experiment on the water cycle. Each group will receive the same

instructions. After the experiment is complete, each group will report to the class an example one of the following from the experiment: an example of an

observation made, an example of a conclusion drawn, an example of an inference made, and an example of a prediction. COGNITIVE FUNCTION: Students at all levels of English Language proficiency APPLY the scientific process by planning and conducting investigations with

accurate terminology (e.g., observation, inference, conclusion, prediction).

LIS

TE

NIN

G

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Lev

el 6-R

each

ing

Choose the proper

terminology (i.e.,

observation, inference,

conclusion, prediction) for

each step of the scientific

process based on oral

descriptions using

illustrations with a partner

in L1 or L2

Identify the proper

terminology (i.e.,





descriptions using

illustrations with a partner

Apply the proper

terminology (i.e.,


conclusion, prediction) to



descriptions using

illustrations and graphic

organizers with a partner

Distinguish among the

proper terminology (i.e.,





descriptions and graphic

organizers with a partner

Recommend the proper

terminology (i.e.,


conclusion, prediction)

for each step of the

scientific process using

illustrations and grade-

level discourse

RE

AD

ING

Identify examples of

observations, conclusions,

inferences and predictions

in a scientific investigation

based on labeled notes,

illustrated graphic

organizers, and visual

support in small groups

using L1 or L2

Categorize examples of


inferences or predictions


based on notes, illustrated

graphic organizers, and

visual support in small

groups

Classify, according to their

use, examples of


inferences or predictions in a

scientific investigation based

on notes, illustrated texts,

and wall posters in small

groups

Analyze examples of


inferences and predictions


based on notes and

illustrated texts in small

groups

Evaluate examples of

observations,

conclusions, inferences

and predictions in a

scientific investigation

based on notes and

grade-level text

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: scientific

reasoning, logic, planning and conducting investigations, process, steps, investigation, demonstrate, nature of science, observations, conclusions, inferences,

predictions, independent variable, dependent variable, constants, hypotheses, instruments, measurements, tools, metric, data, recorded, analyzed, displayed, bar

graphs, line graphs, simple graphs, pictures, relationships, identify, apply, distinguish, recommend, categorize, classify, analyze, evaluate

Grade Four

SOL Strand and Bullet: SOL Strand and Bullet: 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by

planning and conducting investigations in which: f) Independent and dependent variables are identified.

Example Context for Language Use: The class will be divided into 4 groups, with each group conducting a variation of a single experiment on the water cycle.

Each group will receive the same instructions but with a change in one variable. After the experiment is complete, each group will report to the class the results of

their experiment using the proper terminology: dependent variable and independent variable.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency APPLY the scientific process by planning and conducting investigations with

accurate terminology (e.g., dependent variable and independent variable).

SP

EA

KIN

G

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Lev

el 6-R

each

ing

Identify an example of a

dependent variable and an

independent variable in a


using wall posters,

illustrated word banks, and

teacher guidance in small

groups using L1 or L2

Describe an example of a




using wall posters,

illustrated word/phrase

banks, and peer guidance

in small groups

Discuss the difference

between a dependent

variable and an independent

variable in a scientific

investigation using wall

posters, and oral sentence

frames in small groups

Ask and answer questions

about the impact of a


independent variable on a


using wall posters and

following a model with a

partner

Explain the impact of a


independent variable on a


using posters and

experiment notes with a

partner

WR

ITIN

G





using a model, an

illustrated template and an

illustrated word bank with a

partner





using a model, an

illustrated template, and

sentence frames

Compare and contrast an

example of a dependent



investigation using a model,

graphic support, and a Venn

Diagram with a partner

Compare and contrast an

example of a dependent



investigation using a model

and a Venn Diagram

Create an example of a




based on a model and the

experiment results

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: scientific

reasoning, logic, planning and conducting investigations, process, steps, investigation, demonstrate, nature of science, observations, conclusions, inferences,

predictions, independent variable, dependent variable, constants, hypotheses, instruments, measurements, tools, metric, data, recorded, analyzed, displayed, bar

graphs, line graphs, simple graphs, pictures, relationships, identify, describe, discuss, ask and answer, explain, compare and contrast, create

Grade Four

SOL Strand and Bullet: SOL Strand and Bullet: 4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include:

b) Processes and structures involved with plant reproduction.

Example Context for Language Use: Students will gather information, in small groups or with a partner, about processes and structures involved with plant

reproduction. Students will view videos about pollinators and view and listen to passages about the structures of a plant and their functions. COGNITIVE FUNCTION: Students at all levels of English Language proficiency ANALYZE plant reproduction processes.

LIS

TE

NIN

G

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Lev

el 6-R

each

ing

Identify the words

associated with plant

reproduction processes

using a video and a graphic

organizer with a partner in

L1 or L2

Organize information

about plant reproduction

processes using a video,

illustrations, and a graphic

organizer in a small group

Distinguish plant

reproduction processes of

plants that produce seeds

and plants that produce

spores using videos or

illustrations and a graphic

organizer with a partner

Categorize plants according

to their reproduction

processes using

illustrations and a graphic

organizer with a partner

Compare and contrast

plant reproduction

processes of plants that

produce seeds and plants

that produce spores based

on grade-level oral

discourse

RE

AD

ING

Identify language

associated with plant

reproduction processes

using video-supported

illustrated text with a

partner

Sequence information

about plant reproduction

processes using illustrated

text and labeled diagrams

with a partner

Distinguish plant

reproduction processes of

plants that produce seeds

and plants that produce

spores using illustrated text

and diagrams with a partner

Classify plants according

to their plant reproduction

processes using illustrated

text with a partner

Make inferences about

plant reproduction

processes most likely

found in deserts using

grade-level text with a

partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as:

pollination, plant reproduction process, roots, stems, leaves, flowers, structures, functions, flowering, transfer, stigma, stamen, pistil, sepal, embryo, spore,

seeds, outer seed, ferns, mosses, anatomy, nutrients, photosynthesis, sunlight, chlorophyll, water, carbon dioxide, oxygen, sugar, adaptations, dormancy,

response to light, response to moisture, identify, organize, distinguish, categorize, compare and contrast, sequence, classify, infer

Grade Four

SOL Strand and Bullet: SOL Strand and Bullet: 4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include:

a) The structures of typical plants and the function of each structure.

Example Context for Language Use: Students will investigate, in small groups or with a partner, the structures of typical plants and the function of each

structure. Students will create a model or a diagram and present an oral or written report to the class. COGNITIVE FUNCTION: Students at all levels of English Language proficiency EVALUATE the structures of a typical plant and their functions.

SP

EA

KIN

G

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Lev

el 6-R

each

ing

Identify the structures of a

typical plant and their

functions using visual

support and illustrated word

banks as a class

Describe the structures of

a typical plant and their

functions using oral

sentence starters and a

model or a diagram in

small groups

Explain the structures of a


functions using a word bank

and a model or a diagram

with a partner

Discuss the structures of a


functions using a model or

a diagram with a partner

Present a model or a

diagram on the structures

of a typical plant and

their functions with a

partner

WR

ITIN

G

Produce labels for the

structures of a typical plant

and their functions using an

illustrated word bank and a

diagram as a class

Describe in complete

sentences the structures of


functions using illustrated

sentence frames and a

word bank in small groups

Describe in complete

sentences the structures of a


functions using a word bank,

with a partner

Create a model or a

diagram of the structures of


functions using illustrations

with a partner

Write a report on the

structures of a typical

plant and their functions

with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: pollination,

plant reproduction process, roots, stems, leaves, flowers, structures, functions, flowering, transfer, stigma, stamen, pistil, sepal, embryo, spore, seeds, outer seed,

ferns, mosses, anatomy, nutrients, photosynthesis, sunlight, chlorophyll, water, carbon dioxide, oxygen, sugar, adaptations, dormancy, response to light, response

to moisture, identify, describe, explain, discuss, produce

Grade Four

K-12 Safety in the Science Classroom

In implementing the Science Standards of Learning, students must know how to follow safety

guidelines, demonstrate appropriate laboratory safety techniques, and use equipment safely while

working individually and in groups.

Safety must be given the highest priority in implementing the K-12 instructional program for

science. Correct and safe techniques, as well as wise selection of experiments, resources,

materials, and field experiences appropriate to age levels, must be carefully considered with regard

to safety precautions for every instructional activity. Safe science classrooms require thorough

planning, careful management, and constant monitoring of student activities. Class enrollment

should not exceed the designed capacity of the room.

Teachers must be knowledgeable of the properties, use and proper disposal of all chemicals that

may be judges as hazardous prior to their use in an instructional activity. Such information is

referenced through the MSDS forms (Materials Safety Data Sheets). The identified precautions

involving the use of goggles, gloves, aprons, and fume hoods must be followed as prescribed.

While no comprehensive list exists to cover all situations, the following should be reviewed to

avoid potential safety problems. Appropriate safety procedures should be used in the following

situations:

• Observing wildlife; handling living and preserved organisms; and contact with

natural hazards such as poison ivy, ticks, mushrooms, insects, spiders, and snakes

• Field activities in, near, or over bodies of water

• Handling of glass tubing, sharp objects, glassware, and labware

• Natural gas burners, Bunsen burners, and other sources of flame/heat

• Hazards associated with direct sunlight (sunburn and eye damage)

• Use of extreme temperatures and cryogenic materials

• Hazardous chemicals including toxins, carcinogens, flammable and explosive

materials

• Acid/base neutralization reactions/dilutions

• Production of toxic gases or situations where high pressures are generated

• Biological cultures, their appropriate disposal, and recombinant DNA

• Power equipment/motors

• High voltage/exposed wiring

• Laser beam, UV, and other radiation

The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further

guidance from the following sources may be taken into account:

• OSHA (Occupational Safety and Health Administration)

• ISEF (International Science and Engineering Fair Rules)

• Public health departments and local school division protocols.

For more detailed information about safety in science, consult the LCPS Science Safety Manual.

Grade Four

The Role of Instructional Technology in Science Education

The use of current and emerging technologies is essential to the K-12 science instructional

program.

Specifically, technology must

• Assist in improving every student’s functional literacy. This includes improved

communication through reading/information retrieval (the use of

telecommunications), writing (word processing), organization and analysis of data

(databases, spreadsheets, and graphics programs), selling one’s idea (presentation

software), and resource management (project management software).

• Be readily available and used regularly as an integral and ongoing part in the

delivery and assessment of instruction.

• Include instrumentation oriented toward the instruction and learning of science

concepts, skills, and processes. Technology, however, should not be limited to

traditional instruments of science such as microscopes, labware, and data-collecting

apparatus but should also include computers, robotics, interactive-optical laser

discs, video-microscopes, graphing calculators, CD-ROMs, global positioning

systems (GPS), probeware, on-line telecommunication, software and appropriate

hardware, as well as other emerging technologies.

• Be reflected in the “instructional strategies” generally developed at the local school

division level.

In most cases, the application of technology in science should remain “transparent” unless it is the

actual focus of the instruction. One must expect students to “do as a scientist does” and not simply

hear about science if they are truly expected to explore, explain, and apply scientific concepts,

skills, and processes.

As computer/technology skills are essential components of every student’s education, it is

important that these skills are a shared responsibility of teachers of all disciplines and grade levels.

Grade Four

Internet Safety

The Internet allows students to learn from a wide variety of resources and communicate with

people all over the world. Students should develop skills to recognize valid information,

misinformation, biases, or propaganda. Students should know how to protect their personal

information when interacting with others and about the possible consequences of online activities

such as social networking, e-mail, and instant messaging.

Students need to know that not all Internet information is valid or appropriate.

Students should be taught specifically how to maximize the Internet’s potential while

protecting themselves from potential abuse.

Internet messages and the people who send them are not always what or who they seem.

Predators and cyberbullies anonymously use the Internet to manipulate students. Students must

learn how to avoid dangerous situations and get adult help.

Cybersafety should be addressed when students research online resources or practice other skills

through interactive sites. Science teachers should address underlying principles of cybersafety

by reminding students that the senses are limited when communicating via the Internet or other

electronic devices and that the use of reasoning and logic can extend to evaluating online

situations.

Listed below are ways of integrating the teaching of internet safety with the 4th Grade Science

Virginia Standards of Learning.

Remind students that the senses cannot be used in many online communications.

Five Senses Lesson

http://www.eduref.org/Virtual/Lessons/Health/Body_Systems_and_Senses/BSS0005.html

Use a blindfold to explain the five senses and point out that many senses are absent when using

modern communication devices.

Remind students that personal observations and opinions may be communicated on the Internet

as if they are fact.

Bias Sampling (Scientific)

http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=9&DocID=254

This lesson focuses on techniques that can bias a seemingly scientific poll or data collection.

These same techniques can be used on the Web. Students need to be aware that some Web sites

may provide misleading information.

Students using graphs and spreadsheets to explore information could examine Internet

cybersafety data.

Additional information about Internet safety may be found on the Virginia Department of

Education’s Website at http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml

http://www.eduref.org/Virtual/Lessons/Health/Body_Systems_and_Senses/BSS0005.html

http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=9&DocID=254

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml

Grade Four

Virginia Science Standards of Learning Curriculum Framework 2010

Introduction

The Science Standards of Learning Curriculum Framework amplifies the Science Standards of Learning for

Virginia Public Schools and defines the content knowledge, skills, and understandings that are measured by the

Standards of Learning tests. The Science Curriculum Framework provides additional guidance to school divisions

and their teachers as they develop an instructional program appropriate for their students. It assists teachers as they

plan their lessons by identifying essential understandings and defining the essential content knowledge, skills, and

processes students need to master. This supplemental framework delineates in greater specificity the minimum

content that all teachers should teach and all students should learn.

School divisions should use the Science Curriculum Framework as a resource for developing sound curricular and

instructional programs. This framework should not limit the scope of instructional programs. Additional knowledge

and skills that can enrich instruction and enhance students’ understanding of the content identified in the Standards

of Learning should be included as part of quality learning experiences.

The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment

items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework.

Students are expected to continue to apply knowledge and skills from Standards of Learning presented in previous

grades as they build scientific expertise.

The Board of Education recognizes that school divisions will adopt a K–12 instructional sequence that best serves

their students. The design of the Standards of Learning assessment program, however, requires that all Virginia

school divisions prepare students to demonstrate achievement of the standards for elementary and middle school by

the time they complete the grade levels tested. The high school end-of-course Standards of Learning tests, for which

students may earn verified units of credit, are administered in a locally determined sequence.

Each topic in the Science Standards of Learning Curriculum Framework is developed around the Standards of

Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts,

knowledge and skills that should be the focus of instruction for each standard. The Curriculum Framework is

divided into two columns: Understanding the Standard (K-5); Essential Understandings (middle and high school);

and Essential Knowledge, Skills, and Processes. The purpose of each column is explained below.

Understanding the Standard (K-5)

This section includes background information for the teacher. It contains content that may extend the teachers’

knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources

that will help teachers plan instruction focusing on the standard.

Essential Understandings (middle and high school)

This section delineates the key concepts, ideas and scientific relationships that all students should grasp to

demonstrate an understanding of the Standards of Learning.

Essential Knowledge, Skills and Processes (K-12)

Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should

know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits

what is taught in the classroom. It is meant to be the key knowledge and skills that define the standard.

Grade Four

Grade Four

Science Strand

Scientific Investigation, Reasoning, and Logic

This strand represents a set of systematic inquiry skills that defines what a student will be able to do

when conducting activities and investigations and represents the student understanding of the nature of

science. The various skill categories are described in the “Investigate and Understand” section of the

Introduction to the Science Standards of Learning, and the skills in science standard 4.1 represent more

specifically what a student should be able to do as a result of science experiences in fourth grade.

Across the grade levels, the skills in the “Scientific Investigation, Reasoning, and Logic” strand form a

nearly continuous sequence of investigative skills and an understanding of the nature of science. It is

important that the classroom teacher understand how the skills in standard 4.1 are a key part of this

sequence (i.e., K.1, K.2, 1.1, 2.1, 3.1, 4.1, 5.1, and 6.1). The fourth-grade curriculum should ensure that

skills from preceding grades are continuously reinforced and developed.

Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic

Grade Four

4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations

in which

a) distinctions are made among observations, conclusions, inferences, and predictions;

b) objects or events are classified and arranged according to characteristics or properties;

c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;

d) appropriate instruments are selected and used to measure elapsed time;

e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;

f) independent and dependent variables are identified;

g) constants in an experimental situation are identified;

h) hypotheses are developed as cause and effect relationships;

i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;

j) numerical data that are contradictory or unusual in experimental results are recognized;

k) data are communicated with simple graphs, pictures, written statements, and numbers;

l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and

m) current applications are used to reinforce science concepts.

Overview

The skills described in standard 4.1 are intended to define the “investigate” component of all of the other fourth-grade standards

(4.2–4.9). The intent of standard 4.1 is that students will continue to develop a range of inquiry skills, achieve proficiency with

those skills in the context of the concepts developed at the fourth-grade level, and strengthen their understanding of the nature of

science. Standard 4.1 does not require a discrete unit be taught on scientific investigation and the nature of science because

the skills that make up the standard should be incorporated in all the other fourth-grade standards. It is also intended that by

developing these skills, students will achieve greater understanding of scientific inquiry and the nature of science as well as more

fully grasp the content-related concepts.


Grade Four


in which














Understanding the Standard (Background Information for Instructor Use Only)

Essential Knowledge, Skills, and Processes

The nature of science refers to the foundational concepts that govern the

way scientists formulate explanations about the natural world. The

nature of science includes the following concepts:

a) the natural world is understandable;

b) science is based on evidence, both observational and

experimental;

c) science is a blend of logic and innovation;

d) scientific ideas are durable yet subject to change as new data are

collected;

e) science is a complex social endeavor; and

f) scientists try to remain objective and engage in peer review to

help avoid bias.

In grade four, an emphasis should be placed on concepts a, b, c, d, and e.

Science assumes that the natural world is understandable. Scientific

inquiry can provide explanations about nature. This expands students’

thinking from just a knowledge of facts to understanding how facts are

relevant to everyday life.

In order to meet this standard, it is expected that students will

differentiate among simple observations, conclusions, inferences, and

predictions, and correctly apply the terminology in oral and written

work.

analyze a set of 20 or fewer objects or pictures. Sort them into

categories to organize the data (qualitative or quantitative); and

construct bar graphs and line graphs depicting the distribution of those

data based on characteristics or properties.

use millimeters, centimeters, meters, kilometers, grams, kilograms,

milliliters, liters, and degrees Celsius in measurement.

choose the appropriate instruments, including centimeter rulers, meter

sticks, scales, balances, graduated cylinders, beakers, and Celsius

thermometers, for making basic metric measures.

measure elapsed time using a stopwatch or a clock.

make predictions, inferences, and draw conclusions using a variety of

sources such as picture graphs, bar graphs, and basic line graphs.


Grade Four


in which
















Science demands evidence. Scientists develop their ideas based on

evidence and they change their ideas when new evidence becomes

available or the old evidence is viewed in a different way.

Science uses both logic and innovation. Innovation has always been an

important part of science. Scientists draw upon their creativity to

visualize how nature works, using analogies, metaphors, and

mathematics.

Scientific ideas are durable yet subject to change as new data are

collected. The main body of scientific knowledge is very stable and

grows by being corrected slowly and having its boundaries extended

gradually. Scientists themselves accept the notion that scientific

knowledge is always open to improvement and can never be declared

absolutely certain. New questions arise, new theories are proposed, new

instruments are invented, and new techniques are developed.

Science is a complex social endeavor. It is a complex social process for

producing knowledge about the natural world. Scientific knowledge

represents the current consensus among scientists as to what is the best

explanation for phenomena in the natural world. This consensus does not

arise automatically, since scientists with different backgrounds from all

analyze the variables in a simple experiment. Identify the independent

variable and the dependent variable. Decide which other variable(s)

must be held constant (not allowed to change) in order for the

investigation to represent a fair test.

create a plausible hypothesis, stated in terms of cause (if) and effect

(then), from a set of basic observations that can be tested. Hypotheses

can be stated in terms such as: “If the water temperature is increased,

then the amount of sugar that can be dissolved in it will increase.”

organize and analyze data from a simple experiment. Construct bar

graphs and line graphs depicting the data.

judge which, if any, data in a simple set of results (generally 10 or

fewer in number) appear to be contradictory or unusual.

present results of a simple experiment using graphs, pictures,

statements, and numbers.

construct a physical model to clarify an explanation, demonstrate a

relationship, or solve a need.


Grade Four


in which
















over the world may interpret the same data differently. To build a

consensus, scientists communicate their findings to other scientists and

attempt to replicate one another’s findings. In order to model the work of

professional scientists, it is essential for fourth-grade students to engage

in frequent discussions with peers about their understanding of their

investigations.

An observation is what you see, feel, taste, hear, or smell. Scientists

construct knowledge from observations and inferences, not observations

alone. To communicate an observation accurately, one must provide a

clear description of exactly what is observed and nothing more. Those

conducting investigations need to understand the difference between

what is seen and what inferences, conclusions, or interpretations can be

drawn from the observation.

An inference is a tentative explanation based on background knowledge

and available data.

A scientific prediction tells what may happen in some future situation. It

is based on the application of scientific principles and factual

information.


Grade Four


in which
















Accurate observations and evidence are necessary to draw realistic and

plausible conclusions. A conclusion is a summary statement based on the

results of an investigation.

Conclusions are drawn by making judgments after considering all the

information you have gathered. Conclusions are based on details and

facts.

Systematic investigations require standard measures (metric), consistent

and reliable tools, and organized reporting of data. The way the data are

displayed can make it easier to uncover important information. This can

assist in making reliable scientific forecasts of future events.

Elapsed time is the amount of time that has passed between two given

times. (See Grade Four Mathematics Curriculum Framework, Standard

4.9, page 24.)

An experiment is a fair test driven by a hypothesis. A fair test is one in

which only one variable is compared.

A hypothesis is a prediction about the relationship between variables. A

hypothesis is an educated guess/prediction about what will happen based


Grade Four


in which
















on what you already know and what you have already learned from your

research. It must be worded so that it is “testable.”

In order to conduct an experiment, one must recognize all of the

potential variables or changes that can affect its outcome.

An independent variable is the factor in an experiment that is altered by

the experimenter. The independent variable is purposely changed or

manipulated.

A dependent variable is the factor in an experiment that changes as a

result of the manipulation of the independent variable.

The constants in an experiment are those things that are purposefully not

changed and remain the same throughout the experiment.

In science, it is important that experiments and the observations recorded

are repeatable. There are two different types of data – qualitative and

quantitative. Qualitative data deal with descriptions and data that can be

observed, but not measured. Quantitative data are data that can be

counted or measured and the results can be recorded using numbers.

Quantitative data can be represented visually in graphs and charts.

Quantitative data define whereas qualitative data describe. Quantitative

http://www.businessdictionary.com/definition/qualitative-data.html


Grade Four


in which
















data are more valuable in science because they allow direct comparisons

between observations made by different people or at different times.

Example of Qualitative vs. Quantitative Data

Main Street Elementary School Science Club

Qualitative Quantitative

Friendly

Like science

Positive about school

10 fourth-grade students and 12 fifth-

grade students

14 girls, 8 boys

92 percent participated in the

divisionwide science fair last year

It is important for students to apply the science content they have learned

to current events and applications.


Grade Four

Resources Teacher Notes Kramer, Stephen and Bond, Felicia. (1987). How to Think Like a

Scientist. The pitfalls of not using all the available information are

presented with how the scientific methods can be used as a tool.

ISBN: 0-690-04565-4.

Montgomery, Sy. (1999). Snake Scientist. The reader can see how

scientists formulate hypotheses. ISBN: 0395871697.

Simon, Seymour. (1998). Einstein Anderson Science Detective

Series. The one-minute mysteries are solved by Einstein using

scientific investigation and reasoning. ISBN: 0-688-1447-0, 0-

688-14433-0, 0-688-14443-8, 0-688-14445-1.

Investigations from the VA Department of Education Science

Enhanced Scope and Sequence – Grade 4.

VA Department of Education Lessons from the Bay. Correlated

to VA Science, Math, Language Arts, and Social Studies SOL.

Standards of Learning Literature Correlation searchable

database “Connections” can be found at:

http://itweb.fcps.edu/connections/index.cfm



Grade Four

Grade Four

Science Strand

Force, Motion, and Energy

This strand focuses on student understanding of what force, motion, and energy are and how the

concepts are connected. The major topics developed in this strand include magnetism, types of

motion, simple and compound machines, and energy forms and transformations, especially electricity,

sound, and light. This strand includes science standards K.3, 1.2, 2.2, 3.2, 4.2, 4.3, 5.2, 5.3, 6.2, and

6.3.

Standard 4.2 Strand: Force, Motion, and Energy

Grade Four

4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include

a) motion is described by an object’s direction and speed;

b) changes in motion are related to force and mass;

c) friction is a force that opposes motion; and

d) moving objects have kinetic energy.

Overview

This standard is introduced in first grade and prepares students for a more in-depth study of energy in eighth grade. This standard

focuses on the characteristics of moving objects. Key concepts include the effect of forces, such as friction, on moving objects. It is

intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the

key concepts presented in this standard.


Grade Four

4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include

a) motion is described by an object’s direction and speed;

b) changes in motion are related to force and mass;

c) friction is a force that opposes motion; and

d) moving objects have kinetic energy.



The position of an object can be described by locating it relative to

another object or to the background.

Tracing and measuring an object’s position over time can describe its

motion.

Speed describes how fast an object is moving.

Energy may exist in two states: kinetic or potential.

Kinetic energy is the energy of motion.

A force is any push or pull that causes an object to move, stop, or change

speed or direction.

The greater the force, the greater the change in motion will be. The more

massive an object, the less effect a given force will have on the object.

Friction is the resistance to motion created by two objects moving

against each other. Friction creates heat.

Unless acted on by a force, objects in motion tend to stay in motion and

objects at rest remain at rest.


describe the position of an object.

collect and display in a table and line graph time and position data for

a moving object.

explain that speed is a measure of motion.

interpret data to determine if the speed of an object is increasing,

decreasing, or remaining the same.

identify the forces that cause an object’s motion.

describe the direction of an object’s motion: up, down, forward,

backward.

infer that objects have kinetic energy.

design an investigation to test the following hypothesis: “If the mass of

an object increases, then the force needed to move it will increase.”

design an investigation to determine the effect of friction on moving

objects. Write a testable hypothesis and identify the dependent

variable, the independent variable, and the constants. Conduct a fair

test, collect and record the data, analyze the data, and report the results

of the data.


Grade Four

Resources Teacher Notes Harcourt Science. Text Pages: F38-F59

Equipment Lesson – Force and Motion Lesson Plan –, integrates

waterfalls, energy, and the fall line in Virginia

AIMS Education Foundation Book Popping with Power

Arnold, Nick and De Saulles, Tony (I). (1999). Horrible Science:

Fatal Forces. Explores Newton's Laws of Motion by appealing to

readers’ sense of "sick science". ISBN: 0439043638.

Mole, Karen Bryant. Forces. Explains the basic principles of

forces and movement through direct observation and looking at

everyday experiences. ISBN: 1575721082.

Where Am I?

Investigating Motion, Using the Inclined Plane

On Your Mark!/ Start Your Engines!

May the Force Be With You!



http://www.doe.virginia.gov/testing/sol/standards_docs/science/2

010/lesson_plans/index.shtml

Standards of Learning Literature Correlation searchable database

“Connections” can be found at:


http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml





Grade Four

4.3 The student will investigate and understand the characteristics of electricity. Key concepts include

a) conductors and insulators;

b) basic circuits;

c) static electricity;

d) the ability of electrical energy to be transformed into light and motion, and to produce heat;

e) simple electromagnets and magnetism; and

f) historical contributions in understanding electricity.

Overview

This standard focuses on the characteristics of electricity as related to circuits and circuit components, magnetism, static charges, and

historical contributions important to the understanding of electricity. As electrical energy is an integral part of modern civilization

(e.g., powering our computers; lighting, heating and cooling our homes and businesses; and making the information age possible), it

is critical that students begin to understand basic electricity concepts. This standard will be the basis for a more in-depth study in the

eighth grade. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in

the context of the key concepts presented in this standard.


Grade Four



b) basic circuits;







A continuous flow of negative charges (electrons) creates an electric

current. The pathway taken by an electric current is a circuit. Closed

circuits allow the movement of electrical energy. Open circuits prevent

the movement of electrical energy.

Electrical energy moves through materials that are conductors (metals).

Insulators (rubber, plastic, wood) do not conduct electricity well.

Among conducting materials, the rate at which energy flows depends on

the material’s resistance.

In a series circuit, there is only one pathway for the current, but in a

parallel circuit there are two or more pathways for it.

Rubbing certain materials together creates static electricity.

Lightning is the discharge of static electricity in the atmosphere.

Electrical energy can be transformed into light or motion, and can

produce thermal energy.

Certain iron-bearing metals attract other such metals (also nickel and

cobalt).

Lines of force extend from the poles of a magnet in an arched pattern

defining the area over which magnetic force is exerted.

An electric current creates a magnetic field, and a moving magnetic field

creates an electric current.


apply the terms insulators, conductors, open and closed in describing

electrical circuits.

differentiate between an open and closed electric circuit.

use the dry cell symbols (–) and (+).

create and diagram a functioning series circuit using dry cells, wires,

switches, bulbs, and bulb holders.

create and diagram a functioning parallel circuit using dry cells, wires,

switches, bulbs, and bulb holders.

differentiate between a parallel and series circuit.

describe the types of energies (i.e., thermal, radiant, and mechanical)

that are transformed by various household appliances (e.g., lamp,

toaster, fan).

create a diagram of a magnetic field using a magnet.

compare and contrast a permanent magnet and an electromagnet.

explain how electricity is generated by a moving magnetic field.

design an investigation using static electricity to attract or repel a

variety of materials.

explain how static electricity is created and occurs in nature.


Grade Four



b) basic circuits;







A current flowing through a wire creates a magnetic field. Wrapping a

wire around certain iron-bearing metals (iron nail) and creating a closed

circuit is an example of a simple electromagnet.

Benjamin Franklin, Michael Faraday, and Thomas Edison made

important discoveries about electricity.

construct a simple electromagnet using a wire, nail, or other iron-

bearing object, and a dry cell.

design and perform an investigation to determine the strength of an

electromagnet. (The independent variable could be the number of coils

of wire and the dependent variable could be the number of paperclips

the magnet can attract.)

describe the contributions of Ben Franklin, Michael Faraday, and

Thomas Edison to the understanding and harnessing of electricity.


Grade Four

Resources Teacher Notes Harcourt Science. Text Pages F4-F29

AIMS Education Foundation Book Electrical Connections

Parker, Steve. (1992). Thomas Edison and Electricity. Biography

of Thomas Edison and explanation of his work and its impact

from the pre-electric lighting to modern day technology and

electronics. ISBN: 0-7910-3012-1.



http://www.doe.virginia.gov/testing/sol/standards_docs/scienc

e/2010/lesson_plans/index.shtml








Grade Four

Grade Four

Science Strand

Life Processes

This strand focuses on the life processes of plants and animals and the specific needs of each. The

major topics developed in the strand include basic needs and life processes of organisms, their

physical characteristics, orderly changes in life cycles, behavioral and physical adaptations, and

survival and perpetuation of species. This strand includes science standards K.6, K.7, 1.4, 1.5, 2.4,

3.4, and 4.4.

Standard 4.4 Strand: Life Processes

Grade Four

4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include

a) the structures of typical plants and the function of each structure;

b) processes and structures involved with plant reproduction;

c) photosynthesis; and

d) adaptations allow plants to satisfy life needs and respond to the environment.

Overview

This standard focuses on the basic life processes and anatomy of plants. It represents a more in-depth treatment of the plant

structures and the processes associated with plant reproduction. Photosynthesis is introduced in this standard. Closely related

standards from previous grades include K.6, 1.4, and 2.4. This standard also is closely connected with concepts presented in science

standard 4.5. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in

the context of the key concepts presented in this standard.


Grade Four








For many typical green plants, there are anatomical structures that

perform certain basic functions. For example, roots anchor the plants and

take water and nutrients from the soil. Plant stems provide support and

allow movement of water and nutrients.

Plants can be divided into two general groups: those that produce seeds

and those that produce spores.

Many seed-producing plants have roots, stems, leaves, and flowers.

Seeds vary considerably in size. Orchids, for example, produce seeds as

small as dust particles. The coconut is one of the largest seeds in the plant

kingdom. In many seeds, the protective outer seed coat is resistant to

physical damage and may also contain waxes and oils that help prevent

water loss.

The embryo within the seed begins as a single cell, the zygote. The basic

organs of the plant body can be found in the embryo. In some seeds the

embryonic leaves are quite large, filling most of the volume of the seed.

The embryonic leaves are a major source of stored food for the embryo.

Beans are an example of plants with large embryonic leaves. In many

other plants the embryonic leaves are relatively small, and the embryo is

nourished by a tissue called endosperm.

Pollination is part of the reproductive process of flowering plants.

Pollination is the process by which pollen is transferred from the stamens

to the stigma.

The stamen and pistil are reproductive parts of the flower. The sepals are

the small leaves that form the housing of the developing flower.

Some plants reproduce with spores. These include ferns and mosses.


analyze a common plant: identify the roots, stems, leaves, and

flowers, and explain the function of each.

create a model/diagram illustrating the parts of a flower and its

reproductive processes. Explain the model/diagram using the

following terminology: pollination, stamen, stigma, pistil, sepal,

embryo, spore, seed.

compare and contrast different ways plants are pollinated.

explain that ferns and mosses reproduce with spores rather than

seeds.

explain the process of photosynthesis, using the following

terminology: sunlight, chlorophyll, water, carbon dioxide, oxygen,

and sugar.

explain the role of adaptations of common plants to include

dormancy, response to light, and response to moisture.


Grade Four








Green plants produce their own food through the process of

photosynthesis. Green plants use chlorophyll to produce food (sugar),

using carbon dioxide, water, enzymes and other chemicals, and sunlight.

Leaves are the primary food-producing part of these plants.

Oxygen is released during photosynthesis.

Plants adapt to changes in their environment in order to survive.

Dormancy is a plant adaptation. Dormancy is a period of suspended life

processes brought on by changes in the environment.


Grade Four

Resources Teacher Notes

Harcourt Science. Text Pages: A18-A23; A26-A29; A70-A87

AIMS Education Foundation Book The Budding Botanist

Investigations with Plants

Burton, J. and Taylor, K. (1997). The Nature and Science of

Leaves. Discusses different kinds of leaves, the forms and colors

they may have and their features. ISBN: 083681942x.

Ross, Bill. (1995). Straight from the Bear's Mouth: A Story of

Photosynthesis. Story of photosynthesis using scientific

investigation, vocabulary, and diagrams. ISBN: 0-689-31726-3.

Use QX3 Computer Microscope to investigate plants, plant parts,

and flower parts.

Ag in the Classroom Lessons and Resources

http://www.agintheclass.org/



http://www.doe.virginia.gov/testing/sol/standards_docs/scienc

e/2010/lesson_plans/index.shtml

Grasses, Grasses Everywhere



http://www.agintheclass.org/



Grade Four

Grade Four

Science Strand

Living Systems

This strand begins in second grade and builds from basic to more complex understandings of a system,

both at the ecosystem level and at the level of the cell. The concept of kingdoms of living things and a

general classifying of organisms are also presented. The other major topics developed in the strand

include the types of relationships among organisms in a food chain, different types of environments

and the organisms they support, and the relationship between organisms and their nonliving

environment. This strand includes science standards 2.5, 3.5, 3.6, 4.5, 5.5, and 6.7.

Standard 4.5 Strand: Living Systems

Grade Four

4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the

nonliving components in the ecosystem. Key concepts include

a) plant and animal adaptations;

b) organization of populations, communities, and ecosystems and how they interrelate;

c) flow of energy through food webs;

d) habitats and niches;

e) changes in an organism’s niche at various stages in its life cycle; and

f) influences of human activity on ecosystems.

Overview

This standard focuses on the relationships among plants, animals, and the nonliving environment and brings together several

elements of both Life Processes and Living Systems. This standard assumes students have a basic understanding that all living

organisms are interrelated and dependent in some way on other living organisms and their environment. Plants and animals in

ecological systems live in a web of interdependence in which each species contributes to the functioning of the overall system.

Organisms live in a habitat to which they are structurally and behaviorally adapted. Certain conditions within environments

determine which organisms and communities succeed there. This standard builds upon previous standards 1.5, 2.4, 2.5. 3.4, 3.5 and

3.6. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the

context of the key concepts presented in this standard.

Grade Four











Organisms have structural adaptations or physical attributes that help

them meet a life need.

Organisms also have behavioral adaptations, or certain types of

activities they perform, which help them meet a life need.

All the organisms of the same species that live in the same place at the

same time are a population.

Populations of species that live in the same place at the same time

together make up a community.

The organization of communities is based on the utilization of the

energy from the sun within a given ecosystem. The greatest amount of

energy in a community is in the producers.

Within a community, organisms are dependent on the survival of other

organisms. Energy is passed from one organism to another.

All the populations and the nonliving components in an environment

that interact with each other form an ecosystem.

The sun’s energy cycles through ecosystems from producers through

consumers and back into the nutrient pool through decomposers.

A habitat is the place or kind of place in which an animal or plant

naturally lives. An organism’s habitat provides food, water, shelter, and

space. The size of the habitat depends on the organism’s needs.


distinguish between structural (physical) and behavioral adaptations.

investigate and infer the function of basic adaptations.

understand that adaptations allow an organism to succeed in a given

environment.

explain how different organisms use their unique adaptations to meet

their needs.

describe why certain communities exist in given habitats.

illustrate the food webs in a local area.

compare and contrast the niches of several different organisms within

the community.

compare and contrast the differing ways an organism interacts with its

surroundings at various stages of its life cycle. Specific examples

include a frog and a butterfly.

differentiate among positive and negative influences of human activity

on ecosystems.

Grade Four











A niche is the function that an organism performs in the food web of

that community. A niche also includes everything else the organism

does and needs in its environment. No two types of organisms occupy

exactly the same niche in a community.

The organization of a community is defined by the interrelated niches

within it.

During its life cycle, an organism’s role in the community — its niche

— may change. For example, what an animal eats, what eats it, and

other relationships will change.

Humans can have a major impact on ecosystems.

Grade Four


Harcourt Science. Text Pages: A38-61; B10-25

Equipment Lesson – Animal Bites –uses the animal bites kit and

integrates animals and resources of Virginia from Social Studies

AIMS Education Foundation Books

Overhead and Underfoot

Critters

Field Detectives

Our Wonderful World

Alvin, Laura and Silverstein, Virginia. (1998). Food Chains.

ISBN: 0-7613-3002-x.

Dunbar, Joyce and Majewska, Maria. (1990). Ten Little Mice.

ISBN: 0-15-284614-x.

Fisher, Aileen and Edison, Susan. (1990). Under the Open Sky.

ISBN: 1-55924-330-9.

Gibbons, Gail. (1994). Frogs. ISBN: 082341346.

Korman, Susan and Marchesi, Stephen. (2000). Box Turtle at

Silver Pond. ISBN: 1-56899-860-9.

Darner Dragonfly. ISBN: 0-531-30315-2.

Leatherwood, Stephen and Randal Reeves. (1987). The Sea World

Book of Dolphins. ISBN: 0512719571.

Grade Four

North Carolina Museum. (1993). Life Cycles: How Living Things

Change. ISBN: 0590261169.

Rogers, Sally and Mathis, Melissa Bay. (1998). Earthsong. ISBN:

ISBN: 0525456735.

Silverstein, Alvin, Silverstein, Virginia, and Silverstein, Laura

Nunn (1998). Food Chains. ISBN: 076133002x.

Wexler, Jerome. (1995). Sundew Stranglers: Plants That Eat

Insects. ISBN: 0-525-45208-7.

Yolen, Jane and Schoenherr, John. (1987). Owl Moon. ISBN:

0399214577.







Grade Four

A River Runs Through It

Captain John Smith’s Chesapeake Bay

Succession & Forest Habitats

Bay and Pond Food Webs

Native vs. Non-native Species: Who Will Win?

Does It Soak Right In?

Wetlands: Here All Year?

Types of Pollution

Stream Creatures: Clues to Stream Health

Muddying the Waters









Grade Four

Grade Four

Science Strand

Interrelationships in Earth/Space Systems

This strand focuses on student understanding of how Earth systems are connected and how Earth

interacts with other members of the solar system. The topics developed include shadows; relationships

between the sun and Earth; weather types, patterns, and instruments; properties of soil; characteristics

of the ocean environment; and organization of the solar system. This strand includes science standards

K.8, 1.6, 2.6, 3.7, 4.6, 5.6, and 6.8.

Standard 4.6 Strand: Interrelationships in Earth/Space Systems

Grade Four

4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include

a) weather phenomena;

b) weather measurements and meteorological tools; and

c) use of weather measurements and weather phenomena to make weather predictions.

Overview

This standard focuses on weather conditions and a more technical understanding of the tools and methods used to forecast future

atmospheric conditions. Weather is introduced in science standard 2.6. It is intended that students will actively develop and utilize

scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.


Grade Four







Temperature is the measure of the amount of thermal energy in the

atmosphere.

Air pressure is due to the weight of the air and is determined by several

factors including the temperature of the air.

A front is the boundary between air masses of different temperature and

humidity.

Cirrus, stratus, cumulus, and cumulo-nimbus clouds are associated with

certain weather conditions.

Cumulus clouds are fluffy and white with flat bottoms. They usually

indicate fair weather. However, when they get larger and darker on the

bottom, they become cumulo-nimbus clouds. Cumulo-nimbus clouds

may produce thunderstorms.

Stratus clouds are smooth, gray clouds that cover the whole sky (block

out direct sunlight). Light rain and drizzle are usually associated with

stratus clouds.

Cirrus clouds are feathery clouds. They are associated with fair weather.

Cirrus clouds often indicate that rain or snow will fall within several

hours.

Extreme atmospheric conditions create various kinds of storms such as

thunderstorms, hurricanes, and tornadoes.

Different atmospheric conditions create different types of precipitation.

Meteorologists gather data by using a variety of instruments.

Meteorologists use data to predict weather patterns.

A barometer measures air pressure.


design an investigation in which a thermometer is used to compare air

temperatures over a period of time.

analyze the changes in air pressure occurring over time, using a

barometer, and predict what the changes mean in terms of changing

weather patterns.

illustrate and label high and low pressures on a map.

differentiate between the types of weather associated with high and

low pressure air masses. Illustrate and label high and low pressure air

masses and warm and cold fronts.

differentiate between cloud types (i.e., cirrus, stratus, cumulus, and

cumulo-nimbus clouds) and the associated weather.

compare and contrast the formation of different types of precipitation

(e.g., rain, snow, sleet, and hail).

recognize a variety of storm types, describe the weather conditions

associated with each, and explain when they occur (e.g.,

thunderstorms, hurricanes, and tornadoes).

analyze and report information about temperature and precipitation on

weather maps.

measure wind speed, using an anemometer.

measure precipitation with a rain gauge.

design an investigation in which weather data are gathered using

meteorological tools and charted to make weather predictions.


Grade Four







An anemometer measures wind speed.

A rain gauge measures the amount of precipitation.

A thermometer measures the temperature of the air.


Grade Four

Resources Teacher Notes Harcourt Science. Text Pages: D2-D29


Down to Earth


Weather Sense: Temperature, Air Pressure, and Wind

Weather Sense: Moisture

Berger, Melvin, Berger, Gilda, and Tull, Bobbi (I). (1995). Water,

Water Everywhere. ISBN: 1-57102-056.

de Paola, Tomie. (1985). The Cloud Book. ISBN: 0823705311.

Lauber, Patricia. (1996). Hurricanes: Earth’s Mightiest Storms.

ISBN: 059047406.

Locker, Thomas. (2000). Cloud Dance. ISBN: 152022317.

McMillan, Bruce. (1991). The Weather Sky.

ISBN: 0-374-38261-1.

Simon, Seymour. (1993). Weather. ISBN: 0688105467.







Grade Four

Grade Four

Science Strand

Earth Patterns, Cycles, and Change

This strand focuses on student understanding of patterns in nature, natural cycles, and changes that

occur both quickly and slowly over time. An important idea represented in this strand is the

relationship among Earth patterns, cycles, and change and their effects on living things. The topics

developed include noting and measuring changes, weather and seasonal changes, the water cycle,

cycles in the Earth-moon-sun system, our solar system, and change in Earth’s surface over time. This

strand includes science standards K.9, K.10, 1.7, 2.7, 3.8, 3.9, 4.7, 4.8, and 5.7.

Standard 4.7 Strand: Earth Patterns, Cycles, and Change

Grade Four

4.7 The student will investigate and understand the organization of the solar system. Key concepts include

a) the planets in the solar system;

b) the order of the planets in the solar system; and

c) the relative sizes of the planets.

Overview

This standard focuses on providing an introduction to our solar system. This includes the introduction to the planets in the solar

system, their order in the solar system in relation to the sun, and the sizes of the planets in relation to the size of Earth. A more in-

depth study of the solar system is in standard 6.8. It is intended that students will actively develop and utilize scientific

investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.


Grade Four





Understanding the Standard

(Background Information for Instructor Use Only) Essential Knowledge, Skills, and Processes

Our solar system is ancient. Early astronomers believed that Earth was

the center of the universe and all other heavenly bodies orbited around

Earth. We now know that our sun is the center of our solar system and

eight planets, a handful of dwarf planets, 170 named moons, dust, gas,

and thousands of asteroids and comets orbit around the sun.

Our solar system is made up of eight planets: Mercury, Venus, Earth,

Mars, Jupiter, Saturn, Uranus, and Neptune.

Mercury, Venus, Earth, and Mars are considered terrestrial planets.

Jupiter, Saturn, Uranus, and Neptune are called gas giants.

Mercury is closest to the sun and is a small, heavily cratered planet.

Mercury looks like our moon. Since Pluto’s reclassification from planet

to dwarf planet, Mercury is now the smallest planet in our solar system.

Venus is second from the sun. It is similar to Earth in size and mass,

and has a permanent blanket of clouds that trap so much heat that the

temperatures on the surface of Venus are hot enough to melt lead.

Earth is third from the sun. Earth’s atmosphere, the liquid water found

on Earth, and its distance from the sun, among many other factors, make

Earth a haven for life.

Mars is fourth from the sun. The atmosphere on Mars is thin and there is

a vast network of canyons and riverbeds on the red planet. Scientists

hypothesize that Mars once supported a wet, warm Earth-like climate.

Jupiter is fifth from the sun. Jupiter is the largest planet in the solar

system and is considered a gas giant. Jupiter has no solid surface.


name the eight planets and describe whether they are a terrestrial

planet or a gas giant.

sequence the eight planets in the solar system based on their position

from the sun. (Mercury is the first from the sun, Venus is the second,

etc.)

sequence the eight planets in the solar system based on size (Jupiter is

the largest, Saturn is next, etc.)

construct a simple model of the sun and the planets in our solar

system.


Grade Four







Saturn is sixth from the sun. Early scientists thought Saturn was the only

planet with rings, but we now know that all four gas giants (Jupiter,

Saturn, Uranus, and Neptune) have rings.

Uranus is seventh from the sun. Uranus is a gas giant.

Neptune is eighth from the sun. Neptune appears blue through

telescopes and is a gas giant.

The eight planets sorted by size from largest to smallest are: Jupiter,

Saturn, Uranus, Neptune, Earth, Venus, Mars, and Mercury.

Pluto is no longer included in the list of planets in our solar system due

to its small size and irregular orbit. Many astronomers questioned

whether Pluto should be grouped with worlds like Earth and Jupiter. In

2006, this debate led the International Astronomical Union (IAU), the

recognized authority in naming heavenly objects, to formally reclassify

Pluto. On August 24, 2006, Pluto's status was officially changed from

planet to dwarf planet.

A new distinct class of objects called "dwarf planets" was identified in

2006. It was agreed that "planets" and "dwarf planets" are two distinct

classes of objects. The first members of the dwarf planet category are

Ceres, Pluto and 2003 UB313, given the name Eris. More dwarf planets

are expected to be announced by the IAU in the future.

What differentiates a dwarf planet from a planet? For the most part, they

are identical, but there is one key difference: A dwarf planet has not

"cleared the neighborhood" around its orbit, which means it has not


Grade Four







become gravitationally dominant and it shares its orbital space with

other bodies of a similar size.

Pluto is smaller than seven of the moons in our solar system and cannot

be seen without a telescope.


Grade Four







Our solar system is ancient. Early astronomers believed that Earth was

the center of the universe and all other heavenly bodies orbited around

Earth. We now know that our sun is the center of our solar system and

eight planets, a handful of dwarf planets, 170 named moons, dust, gas,

and thousands of asteroids and comets orbit around the sun.

Our solar system is made up of eight planets: Mercury, Venus, Earth,

Mars, Jupiter, Saturn, Uranus, and Neptune.

Mercury, Venus, Earth, and Mars are considered terrestrial planets.

Jupiter, Saturn, Uranus, and Neptune are called gas giants.

Mercury is closest to the sun and is a small, heavily cratered planet.

Mercury looks like our moon. Since Pluto’s reclassification from planet

to dwarf planet, Mercury is now the smallest planet in our solar system.

Venus is second from the sun. It is similar to Earth in size and mass,

and has a permanent blanket of clouds that trap so much heat that the

temperatures on the surface of Venus are hot enough to melt lead.

Earth is third from the sun. Earth’s atmosphere, the liquid water found

on Earth, and its distance from the sun, among many other factors, make

Earth a haven for life.

Mars is fourth from the sun. The atmosphere on Mars is thin and there is

a vast network of canyons and riverbeds on the red planet. Scientists

hypothesize that Mars once supported a wet, warm Earth-like climate.

Jupiter is fifth from the sun. Jupiter is the largest planet in the solar

system and is considered a gas giant. Jupiter has no solid surface.


name the eight planets and describe whether they are a terrestrial

planet or a gas giant.

sequence the eight planets in the solar system based on their position

from the sun. (Mercury is the first from the sun, Venus is the second,

etc.)

sequence the eight planets in the solar system based on size (Jupiter is

the largest, Saturn is next, etc.)

construct a simple model of the sun and the planets in our solar

system.


Grade Four







Saturn is sixth from the sun. Early scientists thought Saturn was the only

planet with rings, but we now know that all four gas giants (Jupiter,

Saturn, Uranus, and Neptune) have rings.

Uranus is seventh from the sun. Uranus is a gas giant.

Neptune is eighth from the sun. Neptune appears blue through

telescopes and is a gas giant.

The eight planets sorted by size from largest to smallest are: Jupiter,

Saturn, Uranus, Neptune, Earth, Venus, Mars, and Mercury.

Pluto is no longer included in the list of planets in our solar system due

to its small size and irregular orbit. Many astronomers questioned

whether Pluto should be grouped with worlds like Earth and Jupiter. In

2006, this debate led the International Astronomical Union (IAU), the

recognized authority in naming heavenly objects, to formally reclassify

Pluto. On August 24, 2006, Pluto's status was officially changed from

planet to dwarf planet.

A new distinct class of objects called "dwarf planets" was identified in

2006. It was agreed that "planets" and "dwarf planets" are two distinct

classes of objects. The first members of the dwarf planet category are

Ceres, Pluto and 2003 UB313, given the name Eris. More dwarf planets

are expected to be announced by the IAU in the future.

What differentiates a dwarf planet from a planet? For the most part, they

are identical, but there is one key difference: A dwarf planet has not

"cleared the neighborhood" around its orbit, which means it has not

become gravitationally dominant and it shares its orbital space with

other bodies of a similar size.

Pluto is smaller than seven of the moons in our solar system and cannot

be seen without a telescope.


Grade Four







4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include

a) the motions of Earth, the moon, and the sun;

b) the causes for Earth’s seasons;

c) the causes for the phases of the moon;

d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and

e) historical contributions in understanding the Earth-moon-sun system.

Overview

This standard focuses on the Earth-moon-sun system and includes knowledge related to the motions of this system and the results of

our unique position in it. This includes the presence of an atmosphere, liquid water, and life. The standard is built on concepts

developed in science standards K.8, 1.6, and 3.8 and that will be further expanded in 6.8. A more in-depth study of Earth’s makeup

is in standard 5.7. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills

(4.1) in the context of the key concepts presented in this standard.


Grade Four









Earth completes one revolution around the sun every 365 ¼ days. The

moon revolves around Earth about once every month.

Due to its axial tilt, Earth experiences seasons during its revolution

around the sun.

The phases of the moon are caused by its position relative to Earth and

the sun. The phases of the moon include the new, waxing crescent, first

quarter, waxing gibbous, full, waning gibbous, last (third) quarter, and

waning crescent.

The sun is an average-sized yellow star, about 110 times the diameter of

Earth. The sun is approximately 4.6 billion years old.

Our moon is a small rocky satellite, having about one-quarter the

diameter of Earth and one-eightieth its mass. It has extremes of

temperature, virtually no atmosphere or life, and very little water.

Earth is one of eight planets that revolve around the sun and comprise

the solar system. Earth, the third planet from the sun, is one of the four

terrestrial inner planets. It is about 150 million kilometers from the sun.

Earth is a geologically active planet with a surface that is constantly

changing. Unlike the other three inner planets (Mercury, Venus, and

Mars), it has large amounts of life-supporting water and an oxygen-rich

atmosphere. Earth’s protective atmosphere blocks out most of the sun’s

damaging rays.

Our understanding of the solar system has changed from an Earth-

centered model of Aristotle and Ptolemy to the sun-centered model of

Copernicus and Galileo.


differentiate between rotation and revolution.

describe how Earth’s axial tilt causes the seasons.

model the formation of the eight moon phases, sequence the phases in

order, and describe how the phases occur.

describe the major characteristics of the sun, including its approximate

size, color, age, and overall composition.

create and describe a model of the Earth-moon-sun system with

approximate scale distances and sizes.

compare and contrast the surface conditions of Earth, the moon, and

the sun.

compare and contrast an Earth-centered to the sun-centered model of

the solar system.

analyze the differences in what Aristotle, Ptolemy, Copernicus, and

Galileo observed and what influenced their conclusions.

describe a contribution of the NASA Apollo missions to our

understanding of the moon.


Grade Four









The NASA Apollo missions added greatly to our understanding of the

moon.

Our understanding of the sun, moon, and the solar system continues to

change with new scientific discoveries.


Grade Four


Harcourt Science. Text Pages: D60-D95

Equipment Lesson – Solar Motion Uses the solar motion model

to relate location in the northern hemisphere to location of the sun

in the sky and to the length of day


Out of this World

Cole, Joanna and Degen, Bruce (I). (1990). The Magic School Bus

Lost in the Solar System.. ISBN: 0590414283.

Gibbons, Gail. (1996). The Reason for the Seasons. ISBN:

0823411745.

Lasky, Kathryn and Hawkes, Kevin. (1994). The Librarian Who

Measured the Earth. ISBN: 0-316-51526-4.

Lauber, Patricia. (1993). Journey to the Planets. ISBN: 0-517-

59029-8.

Leedy, Loreen. (1993). Postcards from Pluto: A Tour of the Solar

System. ISBN: 0823412377.

Sis, Peter. (1996). Starry Messenger: Galileo Galilei. ISBN:

0374371911.

Wilson, Lynn and Billin-Frye, Paige. (1993). What’s Out There?

A Book About Space. ISBN: 0448405172.


Grade Four

Wollard, Kathy and Soloman, Debra (I). (1993). How Come?

Planet Earth. ISBN: 1563053241.







Grade Four

Grade Four

Science Strand

Earth Resources

This strand focuses on student understanding the role of resources in the natural world and how people

can utilize those resources in a sustainable way. An important idea represented in this strand is the

concept of management of resource use. This begins with basic ideas of conservation and proceeds to

more abstract consideration of costs and benefits. The topics developed include conservation of

materials, soil and plants as resources, energy use, water, Virginia’s resources, and how public policy

impacts the environment. This strand includes science standards K.11, 1.8, 2.8, 3.10, 3.11, 4.9, and 6.9.

Standard 4.9 Strand: Earth Resources

Grade Four

4.9 The student will investigate and understand important Virginia natural resources. Key concepts include

a) watersheds and water resources;

b) animals and plants;

c) minerals, rocks, ores, and energy sources; and

d) forests, soil, and land.

Overview

Virginia has a rich variety of natural resources. These provide the raw materials for our daily lives and sustain our economy. Natural

resources are finite and must be used wisely to ensure their continued availability. This concept of natural resources is introduced in

1.8 and extended in 6.9. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic

skills (4.1) in the context of the key concepts presented in this standard.


Grade Four








Virginia is rich in a wide variety of natural resources, including forests,

arable (farmable) land, coal, sand and aggregates (rocks), wildlife and

aquatic organisms, clean water and air, and beautiful scenery.

A watershed is an area over which surface water (and the materials it

carries) flows to a single collection place. The Chesapeake Bay

watershed covers approximately half of Virginia’s land area. The other

two major watershed systems are the Gulf of Mexico and the North

Carolina Sounds.

Virginia’s water resources include groundwater, lakes, reservoirs, rivers,

bays, and the Atlantic Ocean.

Virginia has a great variety of plant and animal resources.

Natural and cultivated forests are a widespread resource in Virginia.

Virginia’s soil and land support a great variety of life, provide space for

many economic activities, and offer a variety of recreational

opportunities.


compare and contrast natural and human-made resources.

distinguish among rivers, lakes, and bays; describe characteristics of

each; and name an example of each in Virginia.

create and interpret a model of a watershed. Evaluate the statement:

“We all live downstream.”

identify watershed addresses.

recognize the importance of Virginia’s mineral resources, including

coal, limestone, granite, and sand and gravel.

appraise the importance of natural and cultivated forests in Virginia.

describe a variety of soil and land uses important in Virginia.

Standard 4.8 (continued)

Overview Essential Knowledge, Skills, and Processes

Virginia’s soil and land support a great variety of life, provide space

for many economic activities, and offer a variety of recreational

opportunities.


Grade Four








Additional LCPS content (optional): Earthquakes, volcanoes, and fossils correlates with:

Social Studies VS 2a, 2b, 2c

Geography of Virginia

Text pages: 10-65

Harcourt Science Text: Unit C Earth’s Surface Pages C4-C63

The 5 regions of Virginia were formed by the action of earthquakes and

volcanoes.

Coal is an important fossil fuel found in the Appalachian Plateau Region.


Grade Four

Resources Teacher Notes Resources for Optional material:

Earthquakes, volcanoes, and fossils correlates with:

Social Studies VS 2a, 2b, 2c

Geography of Virginia Text pages: 10-65

Equipment Lesson – Fossils Lesson Plan – Clarity – Students

determine where fossils of Virginia were found while discovering

the natural resources related to those fossils, and how they got to

Virginia due to changes during changes in plate tectonic

movement

Harcourt Science Text: Unit C Earth’s Surface Pages C4-C63

Harcourt Science. Text Pages: D60-D95

Resources for Science SOL 4.8:


Primarily Earth


Our Wonderful World

AIMS: “Where is Water “, Primarily Earth

AIMS: “Water Clock - Shower Timer”, Water Precious Water

AIMS: “Were You Aware”, Water Precious Water

Burton, Jane and Taylor, Kim. (1998). Nature and Science of

Rocks. ISBN: 0836819454.

Cole, Joanna. (1987). The Magic School Bus Inside the Earth.

ISBN: 0590407597.

Russell, William. (1994). Gold and Silver. ISBN: 0865933596.

Telford, Carole and Theodore, Rod. (1998). Down a River. ISBN:

157721538.


Grade Four

Watersheds


Journey of a Raindrop

Forests

Virginia’s Mineral Resources






Riparian Buffers

Captain John Smith’s Chesapeake Bay

Succession & Forest Habitats

Bay and Pond Food Webs

Native vs. Non-native Species: Who Will Win?

Wasting Water

Going for Water

Journey of a Raindrop to the Chesapeake Bay

Types of Pollution

Stream Creatures: Clues to Stream Health

Muddying the Waters











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