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Last updated: 8/15/2013
Niagara Falls City School District
630 66th Street, Niagara Falls, NY 14304


Science - Grade 4 - 20-Weeks

MST1.E.SI1A Students ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
MST1.E.SI1B Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
MST1.E.SI1C Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
MST1.E.SI2A Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations that they have helped formulate.
MST1.E.SI2B Students share their research plans with others and revise them based on their suggestions.
MST1.E.SI2C Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities, such as length, mass, volume, temperature, and time.
MST1.E.SI3A Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.
MST1.E.SI3B Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
MST1.E.SI3C Students share their findings with others and actively seek their interpretations and ideas.
MST1.E.SI3D Students adjust their explanations and understandings of objects and events based on their findings and new ideas.
MST4.E.LE3A Students describe how the structures of plants and animals complement the environment of the plant or animal.
MST4.E.LE3B Students observe that differences within a species may give individuals an advantage in surviving and reproducing.
MST4.E.LE5B Students describe some survival behaviors of common living specimens.
MST4.E.LE6A Students describe how plants and animals, including humans, depend upon each other and the nonliving environment.

Topic #1 Ecosystems

To master the following objectives, the students must be actively engaged in the learning through the process of inquiry. Refer to the attached document which summarizes the Standard 1 Scientific Inquiry Performance Objectives.

Essential questions :

-How do plants and animals interact and respond to their surroundings (living and non-living) to survive.

-What helps plants and animals interact and respond to their surroundings (living and non-living) to survive?

 -What is/are the roles of plants and animals in the survival of other plants and animals?

 -What functions do the “parts” of plants and animals have that help them interact and respond to their surroundings (living and non-living) to survive?

-What behaviors do plants and animals have that help them interact and respond to their surroundings (living and non-living) to survive?

-How do plants and animals interact with, or respond to their environment (living and non-living) when they encounter change, in order to survive?

 MST4.E.LE6

Review food chains…sun, producer, consumer, decomposer, (recycle) prey, predator…what happens to the number of frogs if a hawk comes and eats all the snakes?)

MST4.E.LE3A  3.1c

MST4.E.LE3B  3.2a, 3.2b

MST4.E.LE5B  5.2a, 5.2b, 5.2c, 5.2d, 5.2e, 5.2f,5.2g

 MST4.E.LE6:

Plants and animals depend on each other and their physical environment.

MST4.E.LE6A Describe how plants and animals, including humans, depend upon each other and the nonliving environment.

Major Understandings:

6.1a Green plants are producers because they provide the basic food supply for themselves and animals.

6.1b All animals depend on plants. Some animals (predators) eat other animals (prey).

6.1c Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain.

6.1d Decomposers are living things that play a vital role in recycling nutrients.

6.1e An organism’s pattern of behavior is related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment.

6.1f When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.

MST4.E.LE6B Describe the relationship of the Sun as an energy source for living and nonliving cycles.

Major Understandings:

6.2a Plants manufacturer food by utilizing air, water, and energy from the Sun.

6.2b The Sun’s energy is transferred on Earth from plants to animals through the food chain.

6.2c Heat energy from the Sun powers the water cycle (see Physical Science Key Idea 2).

 

  • The student will know and understand that an organisms pattern of behavior is related to it’s environment, which means…The student will be able to recognize and describe plants and animals sensing and responding to changes in their environment (natural or manmade): For example: plants bend toward the sun to get more sunlight to produce more food, trees lose their leaves and appear dormant when fall and winter arrive, then bud and “come back to life” for the warmer, more sunlit spring and summer; Animals need food, water, and air to survive…if any of it disappears (drought, seasonal change, hunters/predators) they must migrate, hibernate, adapt some other way, or die
  • The student will be able to identify an organisms response to a change in the environment: For example: an animals response to a predator or lack of food due to natural or manmade change; a plants response could be movement toward the sun, or producing seeds capable of being moved by consumption and pooping by animals, hooking on to animal fur, being light enough to move by air, being water proof and able to move by water; For example, a change in season may lead to a change in the thickness or color of animal fur or feather;
    For example; a change in the environment may change the behavior such as cold weather cause cold blooded animals to move slower, bears hibernate, squirrels store nuts, geese migrate; For example, a change in the environment may change health, growth or development of an organism…smaller rings in trees during droughts, no fruit production if it is too cold, and animal freezes or drowns, etc. For Example…humans put on more clothes, or invent furnaces, or build better insulated houses, or move to Florida in the winter…humans invent air conditioners to live move comfortably in the heat, humans improved on rolling rocks and birds, to build cars and air planes that could help them move from place to place.)
  • The student will know and understand that some plants and animals survive change, and can reproduce, some die.

 Topic #1 Ecosystems

 ecosystem, habitat, where do plants and animals live? Can all plants and animals survive in all places on earth?)

Quick Lab #17 Do: Sun and Shade (Text pg 131)

Skim through Text, chap 3, pg 130-144 

sun, producer, consumer, predator, prey, decomposer, recycle and See vocab highlighted in the column to the left

Explore Inquiry Activity #18 Do: How much energy do living things use? (Text pg 149)

Read Text, chap 3, pg 150-156; Review the food chain

 

 

 

 

 

 

 

 

 

 Topic#2 Adaptations (Plant & Animal)

 

adaptations, behaviors, hibernate, camouflage, mimicry, body structures, harmful and helpful interactions

Explore-Inquiry Activity #19 Do: Does the shape of a bird’s beak affect what it eats? (Text pg 165)      Read Text, chap 4 pg 166-170)

 What are some plant adaptations?

Explore-Inquiry Activity #20 Do: How do plants respond to their environments? (Text pg 175)  Read Text, chap 4, pg 176-178

 

 Topic #3   The Food Chain

 Text pg 152 - 161

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Topic #4 Changes to Ecosystems

examples of causes of ecosystem change, natural events and living things

Explore-Inquiry Activity #21 Do: How can a change to an ecosystem affect living things? (Text, pg 183)

examples of people changing ecosystemsdeforrestation, overpopulation, extinction

 

Read Text, chap 4, pg 184-185

 

Climate Change Health and Environmental Effects

 

Vocabulary Games: Ecosystems(WEB)

Vocabulary Game: Animal Survival(WEB)

eReview: Food Chains and Webs(WEB)

Vocabulary Games: Food Chains
eReview: Ecosystems(WEB)Vocabulary Game: Plant Adaptations(WEB)

 

 

 

Food Chains & Food Webs Clicker Question Sets

 

 


Environmental Protection Agency


National Wildlife Federation

 

 EEK! Environmental Education for Kids

 

 

 

Foldable - Make a Study Guide p. 191 Writing Link - Write a Newspaper Article - p.191

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Foldable-Make a Study Guide  p. 133

Math Link- Solve an Equation - p. 133

Art Link- p. 133 

Prediction-Inquiry Skill-p. 134- Complete this skill builder activity on Pollution.

 

 

 

 

 

 

 

 Writing in Science-Expository Writing p. 158

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Foldable- Make a Study Guide p. 171

Writing Link- Write a Story - p. 171

Social Link- p. 171

 

 

 

 

 

 Foldable- Make a Study Guide p.179

Math Link- Solve a Problem- p. 179

Writing in Science- Descriptive Writing- p. 180

Math in Science- Comparing Angles-p. 181

Careers in Science- p. 196

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Foldable - Make a Study Guide p. 133

Math Link- Solve an Equation - p. 133

Art Link - p. 133

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7, 16, 19

10, 12, 14

13, 15, 23, 24, 25

 

 

 

3

 

 

 

11,22

 

 

 

 

 

 

 

 

20

 

 

 

 

 

 

6, 8

 

 

 

 

 

 

9

 

 

21

 

 

MST1.E.SI1A Students ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
MST1.E.SI1B Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
MST1.E.SI1C Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
MST1.E.SI2A Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations that they have helped formulate.
MST1.E.SI2B Students share their research plans with others and revise them based on their suggestions.
MST1.E.SI2C Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities, such as length, mass, volume, temperature, and time.
MST1.E.SI3A Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.
MST1.E.SI3B Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
MST1.E.SI3C Students share their findings with others and actively seek their interpretations and ideas.
MST1.E.SI3D Students adjust their explanations and understandings of objects and events based on their findings and new ideas.
MST4.E.PS3A Students observe and describe properties of materials using appropriate tools.
MST4.E.PS3B Students describe chemical and physical changes, including changes in states of matter.

 

 

 

 

 

 

4th Grade Instructional Guide 11-12.pdf

4th Grade Report Card Objectives 2011.pdf
 

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