4th Grade Science Road Map
2015-2016
Unit #1
Topic: Matter
Pacing: Approximately 2 Weeks
Performance Expectations: http://www.nextgenscience.org/5spm-structures-properties-matter
5-PS1Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement:
1.
Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe,
dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomicscale mechanism of evaporation and condensation or defining the unseen particles.]
5-PS12.
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when
heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples
of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment
Boundary: Assessment does not include distinguishing mass and weight.]
Essential Questions
1. How do the different phases of matter differ from one another? How are they similar?
2. How do the particles move/interact within the different phases of matter?
3. How does matter changes phases?
Practices/Investigations
1. Phases of matter: Ice cube phases – Each student holds an ice cube in their hand until it melts into a cup. Each student will
mark the water level of the cup and leave it on the window sill to get sunlight.
2. Phases of matter: Making Ice Cream - http://betterlesson.com/lesson/639971/we-all-scream-for-ice-cream
3. Particle Dance Party: See directions at: http://educators.brainpop.com/lesson-plan/changing-states-of-matter-activities-forkids/
Assessments
1. Phases of Matter: Ice cube phases – Investigation report
2. Phases of Matter: Matter sort – Objects or index cards labeled with different objects will be sorted into the three categories of
Adopted by the Somerville Board of Education on 10/13/2015
4th Grade Science Road Map
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the phases of matter.
3. Phases of Matter: Particle Movement- Create a group model on a poster (Flipped classroom project with in-class
presentation/component. Optional Activity: Create the three phases of matter using paper plates and marbles representing
solids, liquids, and gases. (Pinterest)
Unit Vocabulary: Matter, liquid, solid, gas, molecule, particle, mass, density, weight, volume, area
Cross-cutting Concepts
Cause and Effect
● Cause and effect relationships are routinely identified and used to explain change. (5-PS1-4)
Scale, Proportion, and Quantity
● Natural objects exist from the very small to the immensely large. (5-PS1-1)
● Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS12),(5-PS1-3)
CCSS Connections:
ELA/Literacy RI.5.7
W.5.7
W.5.8
W.5.9
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem
efficiently.(5-PS1-1)
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2),(5PS1-3),(5-PS1-4)
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in
notes and finished work, and provide a list of sources. (5-PS1-2),(5-PS1-3),(5-PS1-4)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2),(5-PS1-3),(5-PS1-4)
CCSS Connections:
Mathematics MP.2
MP.4
MP.5
5.NBT.A.1
5.NF.B.7
Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3)
Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3)
Use appropriate tools strategically. (5-PS1-2),(5-PS1-3)
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the
decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-PS1-1)
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
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5.MD.A.1
5.MD.C.3
5.MD.C.4
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multi-step, real-world problems. (5-PS1-2)
Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)
Resources: www.betterlesson.com
4th Grade Science Road Map
2015-2016
Unit #2
Topic: Energy
Pacing: Approximately 6 weeks
Performance Expectations: http://www.nextgenscience.org/4e-energy
4-PS3Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment
1.
Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or
quantitative definition of energy.
4-PS32.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat,
and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
4-PS33.
Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification
Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.]
[Assessment Boundary: Assessment does not include quantitative measurements of energy.]
4-PS34.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to
another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into
motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of
constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be
limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or
sound.]
4Obtain and combine information to describe that energy and fuels are derived from natural resources and their
ESS3-1. uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind
energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples
of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution
from burning of fossil fuels.]
Essential Questions
1. How does the motion of an object change when outside forces are altered?
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2.
3.
4.
5.
6.
7.
How is heat transferred?
How can the movement of light be altered?
How is light measured?
How can you tell that vibrations carry energy?
How is sound measured?
How do simple machines make work easier?
Practices/Investigations
1. Force and Motion: Marble/Ramp Experiment- Each student will construct a ramp and use a marble to analyze how the
force/speed is affected by the angle of the ramp. Students may also use other objects such as a toy car or a weight to see
how the mass of an object affects its speed.
2. Heat: Fatten Up!-Students will use ice water and shortening to simulate an animal’s body fat. Students will then work in small
groups to analyze how heat is transferred and insulated by the presence of the shortening. The lard will serve to act as a
simulation for an animal’s body fat.
3. Light: Kaleidoscope Creation- Students will work together in pairs to create kaleidoscopes, which they will then use to analyze
how energy can be transferred and displayed when using light. See YouTube tutorial for
instructions:https://www.youtube.com/watch?v=Z2TDK_OQWU0
4. Sound: Mine Field Communication Game- Students will work together in pairs to navigate their blindfolded partners across the
room using their voices/sound system to help navigate them. Directions can be found:
http://www.wilderdom.com/games/descriptions/Minefield.html
5. Sound: Water Whistle- Students will work individually to create a whistle made out of a straw. The sounds created will
produce vibrations for students to in turn analyze the cause and effect of a sound’s pitch and volume. Directions can be found:
http://www.stevespanglerscience.com/lab/experiments/water-whistle-sick-science#
6. Energy & Tools: Students will use objects from home to create a simple machine to complete a task (Rube Goldberg).
Students should create presentations that highlight chapter vocabulary such as identifying the simple machines and energy
sources used in their project.
Assessments
1. Force and Motion: Complete Marble Experiment Log Sheet & Vocabulary Word Search
2. Heat: Complete Fatten Up Experiment Log
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3. Light: Students will read pages F42-43 in McGraw-Hill Science Text and complete What is Light? Interpreting Illustrations
4. Sound: Students will write a brief summary discussing how sound works by referencing either of the experiments performed.
5. Energy & Tools: Create a group model using elements of simple machines and energy sources to perform a specific task
(Rube Goldberg Machine) (Flipped classroom project with in-class presentation/ demonstration).
Unit Vocabulary: speed, force, friction, inertia, work, energy, simple machines, load, effort force, efficiency, heat, conduction,
convection, radiation, fossil fuel, wavelength, spectrum, reflection, refraction, vibration, sound wave, frequency, pitch, amplitude
Cross-cutting Concepts:
Energy and Matter
●
Energy can be transferred in various ways and between objects. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4)
Cause and Effect
●
Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)
Connections to Engineering, Technology, and
Applications of Science
Interdependence of Science, Engineering, and Technology
●
Knowledge of relevant scientific concepts and research findings is important in engineering. (4-ESS3-1)
Influence of Engineering, Technology, and Science on Society and the Natural World
●
Over time, people’s needs and wants change, as do their demands for new and improved technologies. (4-ESS3-1)
●
Engineers improve existing technologies or develop new ones. (4-PS3-4)
Common Core State Standards Connections
ELA/Literacy RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. (4-PS3-1)
RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text. (4-PS3-1)
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the
4th Grade Science Road Map
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subject knowledgeably. (4-PS3-1)
W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. (4-PS3-1)
W.4.7
Conduct short research projects that build knowledge through investigation of different
aspects of a topic. (4- PS3-2),(4-PS3-3),(4-PS3-4),(4-ESS3-1)
W.4.8
Recall relevant information from experiences or gather relevant information from print and
digital sources; take notes and categorize information, and provide a list of sources. (4PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4),(4-ESS3-1)
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research. (4-PS3-1),(4-ESS3-1)
Mathematics MP.2
Reason abstractly and quantitatively. (4-ESS3-1)
MP.4
Model with mathematics. (4-ESS3-1)
4.OA.A.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication equations. (4-ESS3-1)
4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding. (4-PS3-4)
Resources: www.betterlesson.com, Lakeshore Force and Motion Activity Guide, Quizlet, McGraw Hill Science Textbook
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Unit #3
Title/Topic: Electricity and Waves
Pacing: Approximately 10 weeks
Performance Expectations
Students who demonstrate understanding can:
4-PS4-1.
Develop a model of waves to describe patterns in terms of
amplitude and wavelength and that waves can cause objects to
move. [Clarification Statement: Examples of models could include
diagrams, analogies, and physical models using wire to illustrate
wavelength and amplitude of waves.] [Assessment Boundary:
Assessment does not include interference effects, electromagnetic
waves, non-periodic waves, or quantitative models of amplitude and
wavelength.]
4-PS4-3.
Generate and compare multiple solutions that use patterns to
transfer information.* [Clarification Statement: Examples of solutions
could include drums sending coded information through sound waves,
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2015-2016
using a grid of 1’s and 0’s representing black and white to send
information about a picture, and using Morse code to send text.]
Essential Questions
1. What are the characteristics of static electricity and how is it formed?
2. How is a circuit created?
3. How does electricity flow?
4. How do electric currents produce magnetic fields?
5. How do outside forces affect waves?
Practices/Investigations
1. Static Electricity: Balloon Experiment: Students will inflate balloons and use a wool cloth to create and see the effects of static
electricity.
2. Current Electricity: Simple Circuit Creation: Students will work together in partner pairs to create a simple circuit that will show
how electricity moves to light a lightbulb.
3. Magnets: Use magnets to set-up centers for student inquiry throughout the unit. (Lakeshore Magnet Lab)
4. Waves: Students will drop weights into a small container of water to see the effects of water displacement and how that can
cause waves to begin to form.
5. Waves: Students will create waves in a small container of water using a straw to move a cork. Students should visualize how
water moves and record the action of the waves on their cork. As a form of enrichment, students should be encouraged to
create miniature ships out of origami paper, tin foil, or other buoyant materials.
Assessments
1. Static Electricity: Balloon Experiment Investigation Handout: Charge Hands (pg. F69 of McGraw-Hill Text)
2. Current Electricity: Students will successfully light their light bulbs.
3. Magnets: Magnetic Force - Create a group model on a poster (Flipped classroom project with in-class
presentation/component).
4. Waves: Make Waves - Complete Rising Water and Making Waves Interpret Illustrations Handout (pg. D 26-27 & D32-33).
Unit Vocabulary: static electricity, discharge, conductor, insulator, circuit, current, electricity, series circuit, parallel circuit, fuse, circuit
breaker, pole, magnetic field, deep ocean current, tide, surface current, wave, crest, trough, wavelength
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Cross-cutting Concepts:
Patterns
●
Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural
phenomena. (4-PS4-1)
●
Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)
Connections to Engineering, Technology,
and Applications of Science
Interdependence of Science, Engineering, and Technology
●
Knowledge of relevant scientific concepts and research findings is important in engineering. (4-PS4-3)
Common Core State Standards Connections:
ELA/Literacy RI.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information. (4-PS4-3)
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably. (4-PS4-3)
SL.4.5
Add audio recordings and visual displays to presentations when appropriate to enhance
the development of main ideas or themes. (4-PS4-1)
Mathematics MP.4
4.G.A.1
Model with mathematics. (4-PS4-1)
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
and parallel lines. Identify these in two-dimensional figures. (4-PS4-1
Resources: www.betterlesson.com, McGraw Hill: Static Electricity pgs. F68-75; Current Electricity pgs. F76-87; Electricity and
Magnetism pgs. F88-99 , Study Jams, BrainPop, Discovery Ed., NewsELA, Quizlet, Flocabulary
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Unit #4
Topic: Earth’s Systems
Pacing: Approximately 8 weeks
Performance Expectations:
4-ESS1-1. Identify evidence from patterns in rock formations and fossils in
rock layers to support an explanation for changes in a landscape
over time. [Clarification Statement: Examples of evidence from
patterns could include rock layers with marine shell fossils above rock
layers with plant fossils and no shells, indicating a change from land to
4th Grade Science Road Map
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water over time; and, a canyon with different rock layers in the walls
and a river in the bottom, indicating that over time a river cut through
the rock.] [Assessment Boundary: Assessment does not include
specific knowledge of the mechanism of rock formation or
memorization of specific rock formations and layers. Assessment is
limited to relative time.]
4-ESS2-1. Make observations and/or measurements to provide evidence of
the effects of weathering or the rate of erosion by water, ice,
wind, or vegetation. [Clarification Statement: Examples of variables
to test could include angle of slope in the downhill movement of water,
amount of vegetation, speed of wind, relative rate of deposition, cycles
of freezing and thawing of water, cycles of heating and cooling, and
volume of water flow.] [Assessment Boundary: Assessment is limited
to a single form of weathering or erosion.]
4-ESS2-2. Analyze and interpret data from maps to describe patterns of
Earth’s features. [Clarification Statement: Maps can include
topographic maps of Earth’s land and ocean floor, as well as maps of
the locations of mountains, continental boundaries, volcanoes, and
earthquakes.]
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts
of natural Earth processes on humans.* [Clarification Statement:
Examples of solutions could include designing an earthquake resistant
building and improving monitoring of volcanic activity.] [Assessment
Boundary: Assessment is limited to earthquakes, floods, tsunamis,
and volcanic eruptions.]
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Essential Questions:
1. How are the different types of sedimentary rocks formed?
2. How do the different types of rocks form?
3. How do you tell the relative age of a rock?
4. How does erosion affect different kinds of earth materials.
5. How can people learn about the past from different types of fossils?
6. How do weathering conditions affect the rate of erosion?
7. How can humans solve or reduce the impact of natural disasters on communities?
Practices/Investigations
1. Layers of Rocks: Edible Rock Formations-Students will create models of the different layers of rock using only edible objects.
2. Erosion: Breaking Down Rock, Soil, and Sediment - Students will test how wind, water, gravity, and living organisms break
down rocks, soil and sediment. Students will run water and blow air across different earth materials to see how they move.
See video: http://www.instructables.com/id/Our-Erosion-Experiment/
3. Fossils: Students will go on a Fossil Hunt outside and choose objects to use in creating their own clay imprint.
4. Earth’s Features: Students will create a topographical map and key for Earth’s physical and aquatic features.
5. Natural Disasters: Students will break into ‘four corner’ groups based on interest to research different natural disasters
including volcanoes, earthquakes, tsunamis, floods, and others. Research will include statistics of where the disasters occur,
how they affect the inhabitants and land. Student will develop a plan of action to reduce the impact of their chosen disaster
Assessments
1. Layers of Rock: Students will peer grade one another’s projects using a rubric.
2. Erosion: Investigation report for erosion experiment. Students will analyze their data of the different levels of erosion for rocks,
soil, and sediment and create a written explanation for the differences.
3. Fossils: Students will categorize fossils collected from the Fossil Hunt activity as either cast, imprint, mold, trace, or amber.
Students will include a written evidence for why they included fossils into certain categories.
4. Earth’s Features: Analysis of topographical map
5. Natural Disasters: Students will present their research and action plan. Action plans must be submitted for grading.
Unit Vocabulary: mineral, igneous rock, sedimentary rock, metamorphic rock, relative age, rock cycle, imprint, mold, cast, amber
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Cross-cutting Concepts:
Patterns
●
Patterns can be used as evidence to support an explanation. (4-ESS1-1),(4-ESS2-2)
Cause and Effect
●
Cause and effect relationships are routinely identified, tested, and used to explain change. (4- ESS2-1),(4-ESS3-2)
Connections to Engineering, Technology, and
Applications of Science
Influence of Engineering, Technology, and Science on Society and the Natural World
●
Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to
meet societal demands. (4-ESS3-2)
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
●
Science assumes consistent patterns in natural systems. (4-ESS1-1)
Common Core State Standards Connections:
ELA/Literacy RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. (4-ESS3-2)
RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears. (4ESS2-2)
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably. (4-ESS3-2)
W.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears. (4-
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2015-2016
ESS1-1),(4-ESS2-2)
W.4.8
Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources.
(4-ESS1-1),(4-ESS2-1)
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research. (4-ESS1-1)
Mathematics MP.2
Reason abstractly and quantitatively. (4-ESS1-1),(4-ESS2-1),(4- ESS3-2)
MP.4
Model with mathematics. (4-ESS1-1),(4-ESS2-1)(4-ESS3-2)
MP.5
Use appropriate tools strategically. (4-ESS2-1)
4.MD.A
.1
Know relative sizes of measurement units within one system of units including km, m,
cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table. (4-ESS1-1),(4-ESS2-1)
4.MD.A
.2
Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams
such as number line diagrams that feature a measurement scale. (4-ESS2-1),(4-ESS22)
4.OA.A
.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication equations. (4-ESS3-2)
Resources: www.betterlesson.com, McGraw Hill Science Textbook Earth Science: Layers of rock pgs. C14-15, Fossils pgs. C18-29,
Magic School Bus: Rocks and Rolls
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Unit # 5
Topic: Structure, Function, and Information Processing
Pacing: Approximately 6 weeks
Performance Expectations:
4-PS4-2. Develop a model to describe that light reflecting from objects and
entering the eye allows objects to be seen.[Assessment Boundary:
Assessment does not include knowledge of specific colors reflected
and seen, the cellular mechanisms of vision, or how the retina works.]
4-LS1-1.
Construct an argument that plants and animals have internal and
external structures that function to support survival, growth,
behavior, and reproduction. [Clarification Statement: Examples of
structures could include thorns, stems, roots, colored petals, heart,
stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is
limited to macroscopic structures within plant and animal systems.]
4-LS1-2.
Use a model to describe that animals receive different types of
information through their senses, process the information in their
brain, and respond to the information in different ways.
[Clarification Statement: Emphasis is on systems of information
transfer.] [Assessment Boundary: Assessment does not include the
mechanisms by which the brain stores and recalls information or the
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mechanisms of how sensory receptors function.]
Essential Questions:
1. How do we see?
2. How do animals survive?
3. How do animals function internally?
4. How do animals receive different types of information?
5. How do animals respond to information received?
Practices/Investigations
1. Vision: Eye Model-Student models will create a sketch with labels that is similar to the model on page F48 that includes an
explanatory paragraph. (Enrichment: Students may label the different parts of the eye.) In the flipped classroom environment,
students will create their own eyeball model to use for their presentation of how their sketch model works.
2. External Systems: Animal Creation - Students will use prior knowledge and research to create a diagram for a new animal.
The diagram will include labels of the different parts of the body with explanations of how the parts support the survival and
growth of the animal.
3. Body Systems: Students will work in groups to create life size models of an assigned body system on butcher paper. Students
should label and describe the elements and functions of each component of their system in turn key presentations using their
assigned check-list.
Assessments
1. Vision: Eye Model-Students will be graded on their model and summaries using a teacher created rubric.
2. External Systems: Animal Diagram- Students will be graded on their diagram and the explanations of the labeled parts.
3. Body Systems: Students will be graded on models and presentations using a teacher created rubric.
Unit Vocabulary: cornea, pupil, retina, lens, optic nerve, skeletal system, circulatory system, muscular system, respiratory system,
digestive system, nervous system, endocrine system, immune system, senses, sight, hearing, smell, taste, touch, survival,
camouflage, adaptation, mimicry, inherited behavior, instinct, learned behavior
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Cross-cutting Concepts:
Cause and Effect
●
Cause and effect relationships are routinely identified. (4-PS4-2)
Systems and System Models
●
A system can be described in terms of its components and their interactions. (4-LS1-1),(4-LS1-2)
Common Core State Standards Connections:
ELA/Literacy W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information. (4-LS1-1)
SL.4.5
Add audio recordings and visual displays to presentations when appropriate to enhance
the development of main ideas or themes. (4-PS4-2),(4-LS1-2)
Mathematics MP.4
Model with mathematics. (4-PS4-2)
4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
and parallel lines. Identify these in two-dimensional figures. (4-PS4-2)
4.G.A.3
Recognize a line of symmetry for a two-dimensional figure as a line across the figure
such that the figure can be folded across the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. (4-LS1-1)
Resources: www.betterlesson.com, McGraw Hill Science Text: Light F48-49, Health Handbook: R20-34, Animal Survival: B64-73,
Magic School Bus Video: Body Systems