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Spencer Crossing
Intermediate School
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Mrs. Long
4th Grade Language Arts & Social Studies
Spencer Crossing
blong1@nlsd122.org

Science

4th grade will follow the Next Generation Science Standards (NGSS). 

Trimester #1

Chapter 1: Classifying Plants and Animals

Essential Question: What are some ways to classify living things?
Vocabulary:  vertebrates, invertebrates, adaptations, instinct

Building Pangaea
Building Topographic Maps 
Reading Topographic Maps

Virtual Microscope- Cells Alive
Virtual Microscope 2 
Discovery Education Microscope
Microscope Tutorial at BrainPop 

Kingdoms of Life video
Vertebrates Slide Show
Invertebrates Slide Show
Animal Adaptation Slide Show 

Classify Kingdoms Activity 1
Classify Kingdoms Activity 2
Classify Kingdom Activity 3
Classify Kingdom Activity 4
Plant Cell Tutorial
Kingdoms Tutorial

Chapter 2: Energy From Plants|
Essential Question:  What features help plants make their own food and reproduce?
Vocabulary: photosynthesis, chlorophyll, ovary, sepal, pistil, stamen, fertilization

Flower Pollination 
Pollination- Flower to Fruit

Chapter 5: Body Systems
Essential Question: How do the body's smallest and largest parts work together?
Vocabulary: voluntary muscles, involuntary muscles, neuron 

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
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. 
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. 
4.ESS3-1. Obtain and combine information to describe that energy and fossil fuels are derived from natural resources and their uses affect the environment.  

Trimester #2

Chapter 8:  Rocks and Minerals

Essential Question: How can rocks tell us about Earth's past, present, and future?
Vocabulary: sediment, sedimentary rock, igneous rock, metamorphic rock

 

Rock Cycle 1
Rock Cycle 2
Rock Tester
Rock Lesson Tutorial

 

Chapter 9:  Changes to Earth's Surface?
Essential Question:  How is Earth's surface shaped and reshaped? 

 

Vocabulary: landform, weathering, erosion, deposition, landslide, fault,
volcano, earthquake, epicenter

 

Changes in Earth's Surface Tutorial
Volcano Tutorial
Natural Disaster Activity
Disaster Master Activity

 

Chapter 10:  Using Natural Resources
Essential Question:  How can living things always have the natural resources they need?

 

Vocabulary: solar energy, humus, solar cells, ore, fossil fuels, 
petroleum, conservation, recycling

 

Energy Conversions
Greenhouse Effect

 

 

 

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. 
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
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. 

 

4- PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. 
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. 
4.PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
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. 
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.


Trimester #3

 


Skimmer Project: 
Vocabulary Practice Games 

 

Chapter 12: Heat
Essential Question: How does heat energy move from one object to another?
Vocabulary: conduction, conductor, insulator, convection current, radiation 

 

Heat Absorption 
Radiation
Heat Study Jams
Heat Transfer

 

Chapter 14: Sound and Light
Essential Question: How do light and sound travel? 
Vocabulary: compression, frequency, wavelength, pitch, reflection, absorption, transparent, translucent, opaque, refraction

 

Circuit Builder
Conduction and Convection 
Energy Conversion

 

Waves
Hearing: Frequency and Volume
Sound Study Jams

 

Light Study Jams

 

Chapter 15: Objects in Motion

 

Essential Question: What causes motion and how does it affect us? 
Vocabulary: force, friction, gravity, work, kinetic energy, potential energy

 

Sled Wars 

 

4- PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. 
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. 
4.PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
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. 
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.

 

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

 

STEM

 


STEM Exploration

 

Science Challenge

 

STEM stands for Science, Technology, Engineering, and Math.  The students explore each of these topics through problem solving and team work activities.

 

"Little Bits"- Little Bits is an electronic circuitry kit.  The goal of this project is to "build something that does something."  Students build something using items in the classroom and then power it to move using the Little Bits.

 

Skimmer Project- Students will design a skimmer for a toy company meeting certain criteria.

 

Index Card Challenge- We wanted to get into the spirit of Superbowl by building the tallest index card structure and adding the extra challenge of having their structure hold a football.

 

Build the tallest straw structure you can.  Ultimate challenge, can your tall structure withstand hurricane force winds (a fan).  The students were given 100 straws and yard of masking tape.  Check out this amazing structure!

 

Build a Leprechaun Trap using only items found in our classroom.  The students were given a gold (chocolate) coin to lure in the leprechaun.  They had to draw up a plan for their trap and troubleshoot as they built it.  Their creations were amazing!

 

SAVE FRED! Oh no...Fred the (gummy) worm has capsized his boat (plastic cup) and lost his life preserver (Lifesaver candy).  The students had to problem solve how to get Fred back in his boat with his life preserver on...without using their hands.  They were only allowed to use a paper clip.

 

Which will fly farther, a paper airplane or a straw glider? Before creating a paper airplane and a glider using a straw and index paper, the students predicted which would fly farther.  The majority thought that the paper airplane would win.  The results were not what we expected.  One paper airplane flew the farthest, while most of the gliders were next.  Quite a few paper airplanes landed right in front of the pilot!