Rock Island/Milan School District #41
Finalized December 2011
Science Curriculum Map
Grade 4
Coordinated by:
Ken Jaeke, Director of Instruction
Terri Sheddan, Best Practices Coordinator
Content by:
Rock Island/Milan Science Articulation
and Alignment Team
Designed by Julie Smith
Integration of Scientific Concepts
These practices and processes should be part of an effective Science program at every grade level.
 Safety Practices
 Scientific Process
 Data Process
o Collecting
o Analyzing
o Evaluating
o Communicating (Representation of Data, Graphs, and Charts)
 Measurement – The following measurement terms should be a component of instruction at all grade levels beginning in 3rd grade. Please
reinforce these often each year.
o Degree Celsius
o Gram
o Kilogram
o Length
o Liter
o Milliliter
o Mass
o Measurement
o Volume
o Capacity
o Meter
o Centimeter
o Standard Unit
o Temperature
Elementary Science
Grades K-6
 Technological Design
Identify Problem
Brainstorm
Design
Build
Redesign
Test
Evaluate
 Inquiry – Creation of Questions
 Planning and Carrying Out Investigations
 Using Mathematics and Computational Thinking
Elementary Science
Grade 4
Scientific Method/Physical Science
Unit/
Essential Questions
Topics/Main Ideas
Scientific Process
and Thinking Skills
Essential
Vocabulary
Suggested
Resources/
Related Topics
McGraw-Hill Science
Textbook Series
p. S1-S6
The Scientific Method is a process
to investigate questions, conduct
experiments and solve problems.
 What are the steps of the
scientific method?
 Why do scientists use the
scientific method to conduct
experiments?
 Describe how scientists use the
methods of science in their work.
Discuss how a scientist might go
about conducting an experiment.
classify, numbers,
communicate, infer, predict
Methods of Science
observation, question,
hypothesis, experiment,
conclusion
classify, numbers,
communicate, infer,
predict, observation,
questions, hypothesis
Explore Activities
p. A5, A29, A39, A55,
A69, A81, A19, A83
Quick Labs
p. A31, A41, A49,
A83
Grade 4
Scientific Method/Physical Science
Unit/
Essential Questions
Topics/Main Ideas
Science Process and
Thinking Skills
Matter
 How can substances be
described and classified by
their properties?
Matter
 All substances can be described and
classified by their properties.
Essential
Vocabulary
Matter
observe, infer, predict, use
variables, experiment
Matter
matter, buoyancy,
mass, solid, liquid, gas,
plasma
Measuring Matter
observe, infer, classify,
measure, communicate,.
predict, experiment
Measuring Matter
metric system, length,
area, volume, weight,
density
Measuring Matter
 How can matter be measured
using standard units of
measure?
 How can matter be measured
using nonstandard units of
measure?
Measuring Matter
 Matter can be measured using
standard and nonstandard units of
measure.
Suggested
Resources/
Related Topics
McGraw-Hill Science
Textbook Series
Unit E, Chapter 1,
p. E4-E13
Explore Activity:
How Can You Identify
Matter p. E5
Quick Lab:
Is Bigger More p. E10
Activity Res, p. 138-142
Reading in Science
Resources, p. 229-234
School to Home, p. 28-29
Reading Transparency E1
McGraw-Hill Science
Textbook Series
Unit E, Chapter 2,
p. E14-E23
Explore Activity:
How Can You Measure
Matter p. E15
Quick Lab:
Comparing Densities
p. E20
Process Skill Builder:
Examine If Shape
Affects Volume p. E18
Activity Res, p. 143-149
Reading in Science
Resources, p. 235-240
School to Home, p. 31
Grade-Level Science
Book, Big and Small
Reading Transparency E2
Grade 4
Scientific Method/Physical Science (Continued)
Unit/
Essential Questions
Topics/Main Ideas
Science Process and
Thinking Skills
What Matter is Made of
 What is matter made of?
 How is matter classified?
 What happens if you mix
elements?
 How can mixture be
separated?
 What is a compound?
 What are some real-life uses
of mixtures?
What Matter is Made of
 Matter is made of tiny particles that
can be classified, mixed, and
combined.
What Matter is Made of
observe, classify,
communicate, form a
hypothesis
Physical Changes
 Physical changes are responsible for
many of the things we encounter in
everyday life, such as changes of
state and changes in size or shape.
Physical Changes
observe, infer,
communicate, experiment
Physical Changes
 What are physical changes?
 What makes matter change
state?
 How does heat energy affect
evaporation?
Essential
Vocabulary
Suggested
Resources/
Related Topics
McGraw-Hill Science
Textbook Series
Unit E, Chapter 3,
p. E30-E39
Explore Activity:
How Can You Classify
Matter p. E31
What Matter is Made
Quick Lab:
of
Mix and Unmix p. E36
element, atom, mixture,
Activity Res, p. 150-154
filter, evaporation,
Reading in Science
compound
Resources, p. 247-252
Vocabulary Words
Grade Level Science Book
The Angel Food Cake
Disaster
Reading Transparency E3
Visual Transparency 27
Explore Activity Video
McGraw-Hill Science
Textbook Series
Unit E, Chapter 4,
p. E42-E49
Explore Activity:
How Can Things
Change p. E43
Process Skill Builder:
Physical Changes
How Heat Energy
physical change
Affects Evaporation
p. E48
Activity Res, p. 155-159
Reading in Science
Resources, p. 253-258
School to Home, p. 32
Reading Transparency E4
Visual Transparency 28
Grade 4
Scientific Method/Physical Science (Continued)
Unit/
Essential Questions
Chemical Changes
 What are chemical changes?
 What are the products of
chemical change?
 What are some real world
changes?
Topics/Main Ideas
Chemical Changes
 Chemical changes are responsible
for many of the things we encounter
in everyday life, such as the
production of energy and making
and breaking down compounds.
Science Process and
Thinking Skills
Chemical Changes
observe, infer, predict,
form a hypothesis,
experiment
Essential
Vocabulary
Chemical Changes
chemical change
Suggested
Resources/
Related Topics
McGraw-Hill Science
Textbook Series
Unit E, Chapter 4,
p. E50-E57
Explore Activity:
What Causes the
Change p. E51
Quick Lab:
Preventing Chemical
Change p. E55
Activity Res, p. 160-164
Reading in Science
Resources, p. 259-264
Visual Aid Transparency
E5
Grade 4
Life Science
Unit/
Essential Questions
Animal Characteristics
 What are some animal
characteristics?
 What are some of the
characteristics shared by
plants and animals?
 How are animals different?
Animals Without Backbones
 What are the characteristics of
invertebrates?
 How are worms classified?
 How can you tell the
difference among the three
classes of mollusks?
 What are some anthropod
groups?
 What invertebrates live in
coral reefs?
Topics/Main Ideas
Animal Characteristics
 Animals have many characteristics;
including being able to move and to
eat.
Animals Without Backbones
 Invertebrates do not have a
backbone.
Science Process and
Thinking Skills
Essential
Vocabulary
Animal Characteristics
observe, infer,
communicate
Animal
Characteristics
vertebrate, invertebrate,
symmetry
Animals Without
Backbones
observe, classify,
communicate, define
based on observations
Animals Without
Backbones
cnidarian, mollusk,
echinoderm,
endoskeleton,
arthropod, exoskeleton
Suggested
Resources/
Related Topics
McGraw-Hill Science
Textbook Series
Unit B, p. B4-B11
Foss Kit Structures of Life
Explore Activity:
What Are Some Animal
Characteristics p. 85
Process Skill Builder
Animal Symmetry, p.
B10
Activity Res, p. 39-43
Reading in Science
Resources, p. 61-66
Reading Transparency B1
Visual Aid Transparency
6
McGraw-Hill Science
Textbook Series
Unit B, p. B14-B25
Explore Activity:
What Are the
Characteristics of
Invertebrates p. B15
Quick Lab:
Classifying Invertebrates
p. B23
Activity Res, p. 44-48
Reading in Science
Resources, p. 67-72
School to Home, p. 8-11
Reading Transparency B2
Visual Aid Transparency
7, 8
Grade 4
Life Science (Continued)
Unit/
Essential Questions







Animals With Backbones
What are vertebrates like?
Can all vertebrates control
their body temperatures?
What do fish have in
common?
What do amphibians have in
common?
How do waterproof skin and
lungs allow reptiles to move
from water and live on land?
What do birds have in
common?
How are mammals like birds?
Topics/Main Ideas
Animals With Backbones
 Having a backbone gives animals
many advantages.
Science Process and
Thinking Skills
Animals With Backbones
observe, classify,
communicate
Essential
Vocabulary
Suggested
Resources/
Related Topics
Animals With
Backbones
cold-blooded, warmblooded, amphibian,
reptile, mammal
McGraw-Hill Science
Textbook Series
Unit B, p. B20-B37
Explore Activity:
What Are Some
Vertebrates Like p. B27
Quick Lab
Classifying Vertebrates,
p. B35
Activity Res, p. 49-53
Reading in Science
Resources, p. 73-78
Reading Transparency B3
Visual Aid Transparency
9 , 10-13
Grade 4
Life Science (Continued)
Unit/
Essential Questions
Organ Systems
 How does blood travel in fish
and amphibian hearts?
 How do animals take in
oxygen?
 How does liquid waste leave
the body?
 Why are the structures for
getting food so different in
different kinds of animals?
 How does a complex nervous
system help an animal
survive?
 What causes animals to move?




Development and
Reproduction
What is metamorphosis?
What are the stages in the life
cycle of a human?
How do animals reproduce?
How are traits passed to
offspring?
Topics/Main Ideas
Organ Systems
 Animals have similar organ systems.
Development and Reproduction
 Animals develop and reproduce in
many different ways.
Science Process and
Thinking Skills
Organ Systems
observe, infer, measure,
make a model
Development and
Reproduction
observe, infer,
communicate, experiment
Essential
Vocabulary
Suggested
Resources/
Related Topics
Organ Systems
circulatory system,
respiratory system.
excretory system,
digestive system,
nervous system,
skeletal system,
muscular system
McGraw-Hill Science
Textbook Series
Unit B, p. B44-B53
Explore Activity:
How Does Blood Travel
in Fish and Amphibian
Hearts p. 45
Quick Lab
Fool Your Senses, p.
B51
Activity Res, p. 54-58
Reading in Science
Resources, p. 85-90
School to Home, p. 12
Reading Transparency B4
Visual Transparency 1013, 14, 15
Development and
Reproduction
metamorphosis, life
cycle, life span,
heredity
McGraw-Hill Science
Textbook Series
Unit B, p. B54-B63
Explore Activity:
How Do Mealworms
Change as They Grown
p. B55
Quick Lab:
Heredity Cards p. B62
Activity Res, p. 59-63
Reading in Science
Resources, p. 91-96
School to Home, p. 13
Reading Transparency B5
Grade 4
Life Science (Continued)
Unit/
Essential Questions





Animal Survival
How can body cover help an
animal survive?
How do adaptations help an
animal survive?
How is the viceroy protected
by mimicry?
How do inherited behaviors
help animals survive?
How can quick responses help
animals survive?
Topics/Main Ideas
Animal Survival
 Body parts help an animal survive.
Science Process and
Thinking Skills
Animal Survival
predict
Essential
Vocabulary
Suggested
Resources/
Related Topics
Animal Survival
camouflage,
adaptation, mimicry,
inherited behavior,
instinct, learned
behavior
McGraw-Hill Science
Textbook Series
Unit B, p. B64-B73
Explore Activity:
How Can Body Color
Help an Animal Survive
p. B65
Process Skill Builder
How Do Adaptations
Help an Animal Survive,
p. B69
Activity Res, p. 64-68
Reading in Science
Resources, p. 97-102
School to Home, p. 14
Reading Transparency B6
Grade 4
Earth Science
Unit/
Essential Questions
Water, Water Everywhere
 Where can water be found?
 Where would you find fresh
water?
 Where can water be found
underground?
 How do plants and animals
use water?
Follow the Water
 What makes water disappear?
 What is the difference
between evaporation and
condensation?
 What is precipitation?
 How does water travel?
Topics/Main Ideas
Water, Water Everywhere
 Water can be in different forms in
different places.
Follow the Water
 Water exists in three states – solid,
liquid, and gas.
Science Process and
Thinking Skills
Water, Water
Everywhere
infer, measure, use
numbers, predict, interpret
data
Follow the Water
observe, infer, predict,
experiment
Essential
Vocabulary
Suggested
Resources/
Related Topics
Water, Water
Everywhere
atmosphere, water
vapor, ice cap, soil,
water, groundwater
McGraw-Hill Science
Textbook Series
Unit D, p. D4-D13
Explore Activity:
Where Can Water Be
Found p. D5
Activity Res, p. 103-107
Reading in Science
Resources, p. 173-178
School to Home, p. 22
Reading Transparency D1
Follow the Water
evaporation,
condensation, cloud,
precipitation, freeze,
melt, water cycle
McGraw-Hill Science
Textbook Series
Unit D, p. D14-D23
Explore Activity:
What Makes Water
Disappear p. D15
Activity Res, p. 108-112
Reading in Science
Resources, p. 179-184
School to Home, p. 23
Reading Transparency D2
Visual Transparency 22
Grade 4
Earth Science (Continued)
Unit/
Essential Questions





Motions in the Oceans
What makes the ocean move?
What causes deep ocean
currents?
What are some factors that
determine the path of surface
currents?
What causes the tides?
What are the characteristics of
a wave?
Go With the Flow
 How fast does water flow in
soil and rocks?
 What factors affect the level
of a water table?
 How does a plant move water
from the ground?
 What are droughts and why do
they happen
 What are some possible
causes of a flood?
Topics/Main Ideas
Motions in the Oceans
 The ocean moves in ways that affect
the weather, the climate, the land,
and you.
Go With the Flow
 More than half of Earth’s fresh
water is groundwater.
Science Process and
Thinking Skills
Motions in the Oceans
observe, measure,
communicate, experiment
Go With the Flow
observe, infer, use
variables
Essential
Vocabulary
Suggested
Resources/
Related Topics
McGraw-Hill Science
Textbook Series
Unit D, p. D26-D35
Explore Activity:
What Makes the Ocean
Motions in the Oceans
Move p. D27
current, deep ocean
current, surface current, Activity Res, p. 113-117
Reading in Science
tide, wave
Resources, p. 113-117
School to Home, p. 24-25
Reading Transparency D3
Visual Transparency 23
Go With the Flow
pore space, water table,
runoff, transpiration
McGraw-Hill Science
Textbook Series
Unit B, p. D36-D45
Explore Activity:
How Fast Does Water
Flow in Soil and Rocks
p. D37
Process Skill Builder
Surface Area and
Evaporation, p. D44
Activity Res, p. 118-124
Reading in Science
Resources, p. 191-196
Reading Transparency D4
Visual Transparency 24
Grade 4
Earth Science (Continued)
Unit/
Essential Questions







Water Please
How much fresh water is
there?
How is water used in farm and
industry?
How does water get polluted?
How is water cleaned?
What happens to used water?
How is sewage treated?
How can we save water?
Topics/Main Ideas
Water Please
 Only a small part of Earth’s water is
available for humans.
Science Process and
Thinking Skills
Water Please
observe, infer, measure,
use numbers,
communicate
Essential
Vocabulary
Suggested
Resources/
Related Topics
Water Please
irrigation, water
treatment, plant,
filtration, sewage,
septic tank, water
conservation
McGraw-Hill Science
Textbook Series
Unit B, p. D46-D55
Explore Activity:
How Much Fresh Water
is Used p. D47
Activity Res, p. 125-129
Reading in Science
Resources, p. 197-202
Reading Transparency D5
Visual Transparency 25
Grade 4
Earth Science (Continued)
Unit/
Essential Questions





Air, Wind, and Atmosphere
What is atmosphere?
What makes weather?
What is humidity?
What makes the wind blow?
Why do clouds form?
Weather and Climate
 How do raindrops form?
 What are air masses?
 What happens when air
masses meet?
 How do weather maps help
predict the weather?
 What is climate?
 What affects climate the
most?
 How do people change
climate?
Topics/Main Ideas
Air, Wind and Atmosphere
 The conditions of the atmosphere
create our weather.
Weather and Climate
 Many things affect our weather and
climate.
Science Process and
Thinking Skills
Air, Wind and
Atmosphere
observe, infer, use
variables, experiment,
make a model
Weather and Climate
observe, infer,
communicate, experiment,
make a model
Essential
Vocabulary
Suggested
Resources/
Related Topics
Air, Wind and
Atmosphere
humidity, air pressure,
stratus cloud, cumulus
cloud, cirrus cloud
Explore Activity:
What Can Air Do p. D63
Process Skill Builder
Homemade Barometer
p. D70
Activity Res, p. 130-134
Reading in Science
Resources, p. 209-214
School to Home, p. 26
Visual Transparency 26
Weather and Climate
air mass, front, warm
front, cold front,
stationary front
Explore Activity:
How do Raindrops Form
p. D77
Activity Res, p. 135-137
Reading in Science
Resources, p. 215-220
Reading Transparency D7
Grade 4
Physical Science
Unit/
Essential Questions
Topics/Main Ideas
Static Electricity
 What happens to rubbed
balloons?
 What is an electrical charge?
 What is an electrical discharge?
 What is lightning and how does it
form?
 How do you keep safe from
lightning?
Static Electricity
 A buildup of electrical charge causes
static electricity.
Current Electricity
What makes a light bulb?
How does electricity flow?
What is a circuit?
What can affect the flow of
electricity?
 Where does a current come from?
 What kinds of circuits are there?
 How can circuits at home be
protected?
Current Electricity
 Current electricity flows through a
closed circuit.
Foss Kit Magnetism and Electricity
Investigation 2: Making Connections
 Understand that a circuit is a pathway
through which electricity current flows.
A closed circuit allows electricity to
flow; an open circuit does not.
 Understand that conductors are
materials that allow the flow of
electricity; insulators are materials that
do not allow the flow of electricity.
 Know that a switch is a device that
opens and closes a circuit.
Foss Kit Magnetism and Electricity
Investigation 3: Advanced Connections
 Understand that a circuit with only one
pathway for current flow is a series
circuit.
 Know that a circuit that splits into two
or more pathways before coming
together at the battery is a parallel
circuit.




Science Process and
Thinking Skills
Static Electricity
communicate, predict,
experiment
Current Electricity
observe, infer, experiment
Essential
Vocabulary
Static Electricity
static electricity,
discharge, conductor,
insulator
Current Electricity
circuit, current,
electricity, series circuit,
parallel circuit, fuse,
circuit breaker
Suggested
Resources/
Related Topics
McGraw-Hill Science
Textbook Series
Unit F, p. F68-F75
Explore Activity:
What Happens to Rubbed
Balloons p. F69
Quick Lab:
Making Static Electricity
p. F71
Activity Res, p. 188-192
Reading in Science
Resources, p. 309-314
School to Home, p. 39
Reading Transparency F6
McGraw-Hill Science
Textbook Series
Unit F, p. F76-F85
Explore Activity:
What Makes A Bulb Light
p. F77
Quick Lab
Conductor Test-Off, p. F80
Activity Res, p. 193-197
Reading in Science
Resources, p. 315-320
School to Home, p. 40
Reading Transparency F7
Visual Aid Transparency
33, 34
Foss Kit
Magnetism and Electricity
Investigation 2 and 3
Grade 4
Physical Science (Continued)
Unit/
Essential Questions
Topics/Main Ideas
Electricity and Magnets
 What is a magnet?
 What causes metal to be
magnetic?
 What is an electromagnet?
 How are magnets related to
current?
 How can you put
electromagnets to work?
 How are electromagnets used
in motors?
 How is electricity made?
 How does current get to your
home?
 How can you use electricity
safely?
Electricity and Magnets
 A moving magnet can produce
current electricity. Current
electricity flows from generators to
your home.
Foss Kit Magnetism and Electricity
Investigation 1: The Force
 Understand that magnets stick to
iron and steel. They can attract and
repel.
 Learn that the magnetic force causes
magnetic interactions.
 Understand that the magnetic force
of attraction between two magnets
decreases with distance.
 Know that magnetism can be
induced in a piece of steel that is
close to or touching a magnet.
Foss Kit Magnetism and Electricity
Investigation 4: Current Attractions
 Understand that an
electromagnetism is magnetism
created by current flowing through a
conductor. Electromagnets can be
turned on and off.
 Know that the strength of the
magnetism produced by an
electromagnet can be varied.
Foss Kit Magnetism and Electricity
Investigation 5: Click It
 Science and technology are closely
related. Science is knowledge of the
natural world; technology is using
scientific knowledge to modify the
world to solve human problems.
Science Process and
Thinking Skills
Electricity and Magnets
observe, infer,
communicate
Essential
Vocabulary
Suggested
Resources/
Related Topics
Electricity and
Magnets
pole, magnetic field,
electromagnet, electric
motor, generator
McGraw-Hill Science
Textbook Series
Unit F, p. F88-F99
Explore Activity:
How is a Bar Magnet
Like a Compass p. F89
Process Skill Builder
Reading an Electric
Meter, p. F97
Activity Res, p. 198-204
Foss Kit
Magnetism and
Electricity
Investigation 1, 4, and 5