Grade 4
overview
environments
content goals
The study of the relationships between one organism and its
environment builds knowledge of all organisms. With this knowledge
comes an awareness of limits. Such knowledge is important because
humans can change environments. To do so without awareness of
possible consequences can lead to disasters because all living things
depend on the conditions in their environment. The Environments
Module consists of five investigations that focus on the concepts that
all organisms need energy and matter to live and grow and living
organisms depend on one another and on their environment for their
survival.
FOSS expects students to
• Develop an attitude of respect and understanding for life.
• Gain experience with the major environmental components
(living and nonliving) in terrestrial and aquatic systems.
• Conduct experiments with plants to determine ranges of
tolerance.
• Determine an organism’s optimum conditions and
environmental preferences.
• Organize and analyze data from experiments and
investigations with plants and animals.
• Observe and describe changes in complex systems over time
and interpret those observations.
• Relate laboratory studies to natural systems where in any
particular environment some kinds of plants and animals
survive well and others survive less well or not at all.
• Explain the feeding relationships in a number of ecosystems
through food chains and food webs describing the roles
of producers and consumers (herbivores, carnivores, and
decomposers).
• Describe how organisms can compete for resources in an
ecosystem.
• Apply measurement in the context of science investigations.
• Develop questions and perform scientific investigations to
test predictions and draw conclusions.
environments
Overview CONTENTS
Content Goals
1
FOSS and California Standards 2
Environments Module Matrix 4
Science Background
6
FOSS Components
12
The FOSS Teacher Guide
Organization
14
The FOSS Investigation
Organization
15
FOSS Instructional Pedagogies16
Science Notebooks
20
Working in Collaborative
Groups
23
FOSS for All Students
24
Connecting the Experience
26
Safety in the Classroom
28
Scheduling the Module
29
Scope and Sequence
30
environments overview
FOSS and california Standards
The Environments Module supports the following Life Sciences
Content Standards for grade 4.*
Life sciences
LS2
All organisms need energy and matter to live and grow. As a
basis for understanding this concept:
LS2a Students know plants are the primary source of matter
and energy entering most food chains.
LS2bStudents know producers and consumers (herbivores,
carnivores, omnivores, and decomposers) are related in
food chains and food webs and may compete with each
other for resources in an ecosystem.
“Students in grade four will
expand their knowledge of
food chains and food webs to
include not only the producers
and consumers they have
previously discussed but also
the decomposers of plants and
animal remains, such as insects,
fungi, and bacteria. They will
also learn about other ecological
relationships, such as animals
using plans for shelter or nesting
and plants using animals for
pollination and seed dispersal.Ӡ
LS2cStudents know decomposers, including many fungi,
insects, and microorganisms, recycle matter from dead
plants and animals.
LS3
iving organisms depend on one another and on their
L
environment for survival. As a basis for understanding this
concept:
LS3aStudents know ecosystems can be characterized by their
living and nonliving components.
LS3bStudents know in any particular environment, some
kinds of plants and animals survive well, some survive
less well, and some cannot survive at all.
LS3cStudents know many plants depend on animals for
pollination and seed dispersal, and animals depend on
plants for food and shelter.
LS3dStudents know that most microorganisms do not cause
disease and that many are beneficial.
*Science Content Standards for California Public Schools: Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2000).
†Science
Framework for California Public Schools: Kindergarten through
Grade Twelve (Sacramento: California Department of Education, 2003),
page 56.
full option science system
The Environments Module supports the following Investigation and
Experimentation Content Standards for grade 4.*
Investigation and Experimentation
I&E6 Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for
understanding this concept and addressing the content in
the other three strands, students should develop their own
questions and perform investigations. Students will:
I&E6a
Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.
I&E6b Measure and estimate the weight, length, or volume of objects.
I&E6c Formulate and justify predictions based on cause-and-
effect relationships.
I&E6d Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.
I&E6e Construct and interpret graphs from measurements.
I&E6f Follow a set of written instructions for a scientific investigation.
*Science Content Standards for California Public Schools: Kindergarten
through Grade Twelve (Sacramento: California Department of
Education, 2000).
“Students in grade four
learn to formulate and justify
predictions based on cause-andeffect relationships, differentiate
observation from inference, and
conduct multiple trials to test their
predictions. In collecting data
during investigative activities,
they learn to follow a written set
of instructions and continue to
build their skills in expressing
measurements in metric system
units. They will analyze problems
by identifying relationships,
distinguishing relevant from
irrelevant information, sequencing
and prioritizing information,
and observing patterns, all of
which support the Mathematics
Content Standards. They should
conduct scientific investigations
and communicate their findings in
writing.Ӡ
†Science
Framework for California Public Schools: Kindergarten through
Grade Twelve (Sacramento: California Department of Education, 2003),
page 56.
environments
environments Module Matrix
Synopsis
1. terrestrial environments
Students set up terrariums, observe
them for 2 weeks, and describe the
living and nonliving components
(biotic and abiotic factors) that
contribute to the terrarium
environment.
2. Isopods and beetles
Students investigate how
isopods and beetles respond to
environmental factors such as water
and light. They study how plants
depend on animals for survival
(pollination and seed dispersal) and
how animals depend on plants for
food and shelter.
3. aquatic environments
Students set up freshwater
aquariums with fish and plants.
They monitor the environmental
factors in the systems and look
for feeding interactions. They
learn about the role of producers,
consumers, and decomposers in
food chains and webs.
4. brine shrimp hatching
Students conduct a controlled
experiment to determine which
of four salt concentrations allow
brine shrimp eggs to hatch. They
determine range of tolerance and
optimum conditions. They learn
about a marine food web.
5. range of tolerance
Students set up and monitor
experiments to determine the
range of tolerance of water for
germination of four kinds of seeds:
corn, pea, barley, and radish. In
a second experiment they test the
effect of salinity on these seeds.
CA Science content Standards
LS3a Students know ecosystems can be characterized by their living and nonliving components.
I&E6b Measure and estimate the weight, length, or volume of objects.
LS3a
Students know ecosystems can be characterized by their living and nonliving components.
LS3b Students know that in any particular environment, some kinds of plants and animals survive well, some
survive less well, and some cannot survive at all.
LS3c
Students know many plants depend on animals for pollination and seed dispersal, and animals depend
on plants for food and shelter.
I&E6a Differentiate observation from inference (interpretation) and know scientists’ explanations come partly
from what they observe and partly from how they interpret their observations.
I&E6b Measure and estimate the weight, length, or volume of objects.
I&E6f Follow a set of written instructions for a scientific investigation.
LS2a
Students know plants are the primary source of matter and energy entering most food chains.
LS2b Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are
related in food chains and food webs and may compete with each other for resources in an ecosystem.
LS2c
Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from
dead plants and animals.
LS3a
Students know ecosystems can be characterized by their living and nonliving components.
LS3b Students know that in any particular environment, some kinds of plants and animals survive well, some
survive less well, and some cannot survive at all.
I&E6c Formulate and justify predictions based on cause-and-effect relationships.
LS2b Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are
related in food chains and food webs and may compete with each other for resources in an ecosystem.
LS2c
Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from
dead plants and animals.
LS3b Students know that in any particular environment, some kinds of plants and animals survive well, some
survive less well, and some cannot survive at all.
LS3d Students know that most microorganisms do not cause disease and that many are beneficial.
I&E6b Measure and estimate the weight, length, or volume of objects.
I&E6c Formulate and justify predictions based on cause-and-effect relationships.
I&E6d Conduct multiple trials to test a prediction and draw conclusions about the relationships between
predictions and results.
I&E6f Follow a set of written instructions for a scientific investigation.
LS3a
Students know ecosystems can be characterized by their living and nonliving components.
LS3b Students know that in any particular environment, some kinds of plants and animals survive well, some
survive less well, and some cannot survive at all.
I&E6a Differentiate observation from inference (interpretation) and know scientists’ explanations come partly
from what they observe and partly from how they interpret their observations.
I&E6b Measure and estimate the weight, length, or volume of objects.
I&E6c Formulate and justify predictions based on cause-and-effect relationships.
I&E6d Conduct multiple trials to test a prediction and draw conclusions about the relationships between
predictions and results.
I&E6e Construct and interpret graphs from measurements.
I&E6f Follow a set of written instructions for a scientific investigation.
full option science system
Concepts
Reading and Writing
Assessment
• An environment is everything that surrounds
and influences an organism.
• Setting Up a Terrarium
• An environmental factor is one part of an
environment. It can be living or nonliving.
• Two Terrestrial Environments
Pretest
Embedded Assessment
• Summary: Terrestrial Environments
• Teacher observation
• Science Notebook: Students make a
terrarium map and record changes in
living and nonliving factors in a terrarium
environment over time.
• Response sheet
• Every organism has a set of preferred
environmental conditions.
• Isopods and Beetles
Embedded Assessment
• Isopods prefer moist environments; beetles
prefer dry environments.
• Amazon Rain Forest Journal
• Response sheet
• How Organisms Depend on One Another
• Science Notebook sheets
• Summary: Isopods and Beetles
• Teacher observation
• A relationship exists between environmental
factors and how well organisms grow.
• Environments change over time.
• Isopods and beetles prefer dark environments.
• Flowering plants produce seeds to make new
plants.
• Pollination and seed dispersal are examples of
how plants depend on animals.
•Science Notebook: Students record initial
observations of organisms and describe
investigation designs and conclusions.
They respond to review questions on
interdependence.
Benchmark Assessment
• I-Check 1–2
• Animals depend on plants for food and
shelter.
• Aquatic environments include living and
nonliving factors.
• Freshwater Environments
Embedded Assessment
• The interaction of organisms with one another
and with the nonliving environment is an
ecosystem.
• What Is an Ecosystem?
• Teacher observation
• Food Chains and Food Webs
• Response sheet
• Organisms interact in feeding relationships
in ecosystems. Producers (plants) make their
own food; consumers eat plants and animals.
Decomposers eat dead plants and animals and
recycle the raw materials.
• Monterey Bay National Marine Sanctuary
• Summary: Aquatic Environments
• Science Notebook: Students record aquarium
observations and list living and nonliving
environmental components. They describe
food chains and food webs.
Benchmark Assessment
• I-Check 3
• Organisms may compete for resources.
• Brine shrimp eggs can hatch in a range
of salt concentrations, but more hatch
in environments with optimum salt
concentration.
• Organisms interact in feeding relationships
in ecosystems. Producers (plants) make their
own food; consumers eat plants and animals.
Decomposers eat dead plants and animals
and recycle the raw materials.
• Most microorganisms do not cause disease,
and many are beneficial.
•Every organism has a range of tolerance for
each factor in its environment.
• Organisms have specific requirements
for successful growth, development, and
reproduction.
• Optimum conditions are those most
favorable to an organism.
• Brine Shrimp
Embedded Assessment
• The Mono Lake Story
• Teacher observation
• Microorganisms
• Science Notebook sheet
• Summary: Brine Shrimp Hatching
• Response sheet
• Science Notebook: Students write
predictions about what will happen in
each of the experimental brine shrimp
hatcheries. They graph and interpret
results of hatching experiments. They
describe food chains and food webs.
• Performance assessment
Benchmark Assessment
• I-Check 4
• Water Pollution: The Lake Erie Story
Embedded Assessment
•What Happens When Ecosystems Change?
• Teacher observation
• Edward Osbourne Wilson; Rachel Carson;
Tyrone B. Hayes; Wangari Muta Maathai
• Science Notebook sheet
• Summary: Range of Tolerance
• Performance assessment
•Science Notebook: Students keep records
of two plant experiments. At the end they
graph and interpret the results.
• Response sheet
Benchmark Assessment
• I-Check 5
Posttest
environments
environments Overview
safety in the classroom
Following the procedures described in
each investigation will make for a very safe
experience with environmental biology in
the classroom. You should also review your
district safety guidelines and make sure that
everything you do is consistent with those
guidelines.
Look for the safety-note icon in the Getting
Ready section, which will alert you to safety
concerns throughout the module.
Materials Safety Data Sheets (MSDS) for
materials used in the FOSS program can
be found on the Delta Education website
(http://www.delta-education.com/msds.
shtml). If you have questions regarding
any MSDS, call Delta Education toll free at
1-800-258-1302 (Monday-Friday 8 a.m. to 6
p.m. EST).
General classroom safety rules to share with
students include
1. Listen carefully to all instructions.
Follow all directions. Ask questions if
you don’t know what to do.
2. Tell your teacher if you have any
allergies.
3. Never put any materials in your mouth.
Do not taste anything unless your
teacher tells you to do so.
4. Never smell any unknown material.
If your teacher asks you to smell a
material, wave your hand over the
material to draw the smell toward your
nose.
5. Do not touch your face, mouth, ears,
eyes, or nose while working with
chemicals, plants, or animals.
28
6. Always protect your eyes. Wear safety
goggles when necessary. Tell your
teacher if you wear contact lenses.
7. Always wash your hands with soap
and warm water after working with
chemicals, plants, or animals.
8. Never mix any chemicals unless your
teacher tells you to do so.
9. Report all spills, accidents, and injuries
to your teacher.
10. Treat animals with respect, caution, and
consideration.
11. Clean up your work space after each
investigation.
12. Act responsibly during science
investigations.
These rules are provided for your class on
the FOSS safety poster and are in the Science
Resources book for each student.
teacher Safety rules for use of
chemicals
You should:
• Read the label(s) on the chemical container(s) before using any chemical.
• Store chemicals in a separate location
from the kit. Be sure that students do
not have access to chemicals until you
are supervising an investigation that
requires the use of chemicals.
• Before conducting an investigation
that requires student use of chemicals,
remind students to follow your
instructions and to use caution when handling chemicals.
• Properly dispose of chemicals after an
investigation.
full option science system
scheduling the module
For comprehensive teaching of the science
standards at grade 4, with multiple
exposures, science should be taught every
day. Active-investigation sessions (including
wrap-up) and reading sessions might be
40–45 minutes, I-Check and assessmentreview sessions 20–25 minutes.
Active-investigation (A) sessions include
hands-on work with materials, making
observations of terrariums/aquariums
or tolerance experiments, active thinking
about the concrete experiences, small-group
discussion, writing in science notebooks,
learning new vocabulary in context, and
completing written embedded assessments
to inform instruction.
Week
Day 1
Day 2
Pretest
1
2
3
4
5
6
7
8
9
10
11
Reading (R) sessions (Science Resources
book) include individual and interactive
reading, answering review questions,
and discussing the reading to ensure that
students integrate the information.
I-Checks are short summative assessments.
Students respond to written prompts.
The next day, after you have scored the
assessments, students review their written
responses to reflect on and improve their
understanding.
Day 3
Day 4
Day 5
R
R
A/R
A/R
A/R
A
A/W
R
R
I-Check 1–2
Start Inv. 1 part 2
Start Inv. 1 part 1
A/W
Wrap-up (W) sessions are teacher-directed
vocabulary reinforcement and science
content review.
R
A/W
Start Inv. 2 part 2
Start Inv. 2 part 1
A/W
R
A/W
R
Start Inv. 2 part 3
Start Inv. 2 part 4
A
Start Inv. 3 part 1
A/W
A/W
R
Review
Start Inv. 3 part 3
Start Inv. 3 part 2
A/W
R
A/W
A/W
R
R
I-Check 3
A/W
A
A/W
R
A/W
R
R
I-Check 4
Start Inv. 3 part 4
R
Review
Start Inv. 4 part 1 Start Inv. 4 part 2
Start Inv. 4 part 3
A
Start Inv. 5 part 2
Start Inv. 5 part 1
Review
A (pt 1 record)
A (pt 1 end)
environments
A/W
R
R
A (pt 2 record)
A (pt 2 end)
I-Check 5
A/W
R
R
A (pt 1 record)
Review
Posttest
Start Inv. 5 part 3
29
environments overview
Scope and Sequence for
FOSS California 2007 Edition
Grade
Physical Sciences
Life Sciences
Earth Sciences
5
Mixtures and Solutions
Living Systems
Water Planet
4
Magnetism and Electricity
Environments
Solid Earth
3
Matter and Energy
Structures of Life
Sun, Moon, and Stars
2
Balance and Motion
Insects and Plants
Pebbles, Sand, and Silt
1
Solids and Liquids
Plants and Animals
Air and Weather
Wood and Paper
Animals Two by Two
Trees
Wood and Paper
Trees
K
Published and distributed by
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1-800-258-1302
30
The FOSS program was developed with
the support of National Science
Foundation grants Nos. MDR-8751727
and MDR-9150097. However, any
opinions, findings, conclusions, statements, and recommendations expressed
herein are those of the authors and do
not necessarily reflect the views of NSF.
Developed by
Full Option
Science System
Lawrence Hall of Science
University of California
Berkeley, CA 94720
510-642-8941
full option science system