Students in Grade 4 are often intrigued with science. They are able to use critical-thinking and problem-solving skills as well as scientific methods to plan and implement field and laboratory investigations. These students need to be involved in an active learning process that extends beyond the memorization of concepts to include application of knowledge and skills. Concrete experiences are important to students at this stage of development. Such experiences allow students to continue to build upon and strengthen skills learned in earlier grades as they progress to higher levels of cognitive reasoning.
The fourth-grade classroom includes an active learning environment that provides intellectually stimulating instruction and developmentally appropriate activities. Teachers incorporate activities that foster exploration and investigation, thus enabling students to communicate valid conclusions about their world.
As students in Grade 4 expand their conceptual understanding of science, they identify components and processes of the natural world. These include functions and uses of electricity; how light interacts with transparent, translucent, and opaque materials; the effects of friction; ways in which organisms grow and develop; and the appearance and movement of Earth and its moon.
Cherokee County Schools: The documents for third, fourth and fifth grades are written to follow the basic order of the Alabama Course of Study: Science. Life sciences are listed first for two reasons. One is that the first unit in each grade level science book begins with the life sciences. The second reason is that the life sciences are sometimes more interesting to elementary students. This observation is the opinion of several elementary teachers. Of course, teachers should teach in the order that they wish as long as the state mandated mastery level standards are met.
The timelines listed are just a suggestion and can be manipulated as needed. Some standards may be harder to meet and need to be covered longer or returned to at a later time. And of course, some standards may be imprinted more into a group of student’s background knowledge and can be cut short.
Matching SAT objectives are noted where they fit in with the ACOS objectives. Many of the objectives are on similar matter, but may be worded differently or cover a slightly different aspect of the common subject. Several SAT objectives are not related to objectives on this document; therefore teachers must find time to review and cover those objectives that are not related.
Alabama High School Graduation Exam objectives are also listed where they overlap with ACOS objectives. Again, sometimes this overlapping is broad but will contain common subjects.
For most standards from the course of study, there are correlating textbook pages and activities listed. However, a few were not mentioned in the grade level books so there is nothing listed. Luckily, the Internet and ALEX are available to find endless information and resources that are needed. Proteacher.com is a great resource for science. Of the activities listed, most are found in the textbook and are simple to prepare.
4th Grade
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Alabama Course of Study: Science
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Timeline
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Stanford 10 |
Alabama High School Graduation Exam |
Textbook:Scott Foresman |
Additional Resources/ Activities |
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The students will: |
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Life Science |
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5. Describe the interdependence of plants and animals. |
Week 1 & 2 |
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Standard III, Objective 2, Bullet 4: Demonstrate knowledge of which characteristics/traits would be best suited for plants growing in different environments and/or exposed to different pests. Standard III, Objective 3, Bullet 2: Explain how animals are adapted to their environment- such as protective coloration, mimicry, claws, beaks, etc. |
Ch. 3, pg. 74 Ch. 3, lesson 1 & 3 Ch. 4, pg. 106 Ch. 4, lesson 1 |
Investigate, pg. 90: How does matter flow in ecosystems? |
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· Describing behaviors and body structures that help animals survive in particular habitats Examples: behaviors—migration, hibernation, mimicry; |
Week 3 |
X |
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Ch. 1, lesson 5 Ch. 4, lesson 3 |
Read leveled Readers in small groups. Explore, pg. 140: How does shape affect bone shape? |
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· Describing life cycles of various animals to include incomplete and complete metamorphosis Examples: damsel fly, mealworms
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Week 4 |
X |
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Ch. 1, pg. 20 & 24 |
Draw diagrams of each life cycle type and compare. |
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· Tracing the flow of energy through a food chain Example: producer, first-level consumer, second-level consumer, and third-level consumer |
Week 5 & 6 |
X |
Standard II, Objective 1, Bullet 1: Identify, define, and distinguish among producers, consumers, and decomposers. Bullet 2: Trace the flow of energy through food chains, food webs, and energy pyramids. |
Ch. 2, lesson 2 Ch. 3, lesson 2 & 3 |
Complete a Sequence chart showing the levels. (textbook pg. Emxiii) |
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· Identifying characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment |
Week 7 & 8 |
X |
Standard III, Objective 2: Differentiate structures, functions, and characteristics of plants. Standard III, Objective 3: Differentiate structures, functions, and characteristics of animals. |
Ch. 1, lesson 3 & pg. 40 Ch. 2, pg. 42 , lesson 1, 3 & 4 Ch. 3, lesson 2 Ch. 5, lesson 4 |
Explore, pg. 44: How can you show that a plant needs light? Investigate pg. 66: How can you grow a potato plant without a seed? |
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6. Classify animals as vertebrates or invertebrates and as endotherms or ectotherms. |
Week 9 |
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Standard III, Objective 3, Bullet 1: Distinguish characteristics of vertebrates and invertebrates in terms of a broad but basic range of physical and reproductive traits. |
Ch. 1, pg. 2 & lesson 4 |
Work in centers reading leveled readers |
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· Describing the organization of cells into tissues, organs, and organ systems
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Week 10 & 11 |
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Standard V, Objective 1, Bullet 7: Distinguish and identify examples of cellular organization at the cell, tissue, organ, system, and organism level. |
Ch. 1, lesson 1 Ch. 2, lesson 2 Ch. 5, lesson 1, 2 & 3 |
Explore pg. 4: What are living things made of? |
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· Describing the grouping of organisms into populations, communities, and ecosystems |
Week 12 |
X |
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Ch. 3, lesson 1 |
Use a Three-Column chart to show groupings in each. (textbook pg. Emiii) |
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· Classifying common organisms into kingdoms, including Animalia, Plantae, Protista, Fungi, Archaebacteria, and Eubacteria |
Week 13 & 14 |
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Standard III, Objective 1, Bullet 3: Classify organisms into the five kingdoms based on recognizing two or more characteristics associated with organisms in a given kingdom. |
Ch. 1, lesson 2 |
Investigate pg. 34: How can you use a chart to classify a set of objects? |
Physical Science |
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1. Describe how electrical circuits can be used to produce light, heat, sound, and magnetic fields. |
Week 15 |
X |
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Ch. 13, pg. 370 Ch. 13, lesson 2 Ch. 14, lesson 3 |
Investigate, pg. 394: What is an electro magnet? |
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· Identifying ways to use and conserve electrical energy
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Week 16 |
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Ch. 10, pg. 282 Ch. 10, lesson 2 Ch. 12, lesson 4 & 5 Ch. 14, lesson 3 |
Explore, pg. 284: How do you collect sunlight? |
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· Identifying characteristics of parallel and series circuits |
Week 17 |
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Ch. 13, lesson 2 |
On a T Chart describe characteristics of each. (textbook pg. EMii) |
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· Classifying materials as conductors, nonconductors, and insulators of electricity and heat |
Week 18 |
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Ch. 12, pg. 346 Ch. 12, lesson 1 & 2 |
Explore, pg. 348: How can you make things warmer? |
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· Identifying relationships among charge, current, and potential energy |
Week 19 |
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Ch. 13, lesson 1 & 2 Ch. 15, lesson 4 |
Explore, pg. 372: How can static electricity affect objects? |
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· Identifying components of a circuit |
Week 20 |
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Ch. 13, lessons 2 & 4 |
Draw a diagram or build a model of a circuit. |
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2. Compare different pitches of sound produced by changing the size, tension, amount, or type of vibrating material. |
Week 21 |
X |
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Ch. 14, lesson 2 |
Explore, pg. 404: What makes sound change? |
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· Describing the relationship between the structure of the ear and hearing |
Week 22 |
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Ch. 14, lesson 1 |
Create a model of the ear and describe how each part affects sound? |
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3. Recognize how light interacts with transparent, translucent, and opaque materials. Examples: transparent—most light passes through,
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Week 23 |
X |
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Ch. 14, pg. 402 Ch. 14, lesson 4 |
Investigate, pg. 426: How is light reflected and refracted? |
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· Predicting the reflection or absorption of light by various objects |
Week 24 |
X |
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Ch. 14, lesson 4 |
Explore, pg. 548: Who do communications satellites work? |
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4. Describe effects of friction on moving objects. |
Week 25 |
X |
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Ch. 15, pg. 434 Ch. 15, lesson 2 Ch. 16, lesson 2 |
Investigate, pg. 450: How does friction affect motion? |
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· Identifying momentum and inertia as properties of moving objects |
Week 26 |
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Ch. 15, lesson 2 |
Make a list of moving objects and explain how inertia and momentum are properties of each. |
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· Identifying ways to increase or decrease friction |
Week 27 |
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Ch. 15, lesson 2 Ch. 16, lesson 2 |
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Earth and Space Science |
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7. Describe geological features of Earth, including bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps.
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Week 28 & 29 |
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Ch. 6, lesson 1 & 4 Ch. 7, lesson 2 Ch. 9, pg. 258 Ch. 89, lesson 1, 2, & 3 Ch. 11, lesson 1 |
Create a labeled map showing various geological features of the earth. |
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8. Identify technological advances and other benefits of space exploration. Examples: laser, pacemaker, dehydrated food, flame-retardant clothing, global positioning system (GPS), satellite imagery, global weather information, diagnostic imagery |
Week 30 |
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Ch. 3, pg. 102 Ch. 6, pg. 206 Ch. 7, lesson 1 Ch. 11, pg. 344 Ch. 12, pg. 366 Ch. 14, lesson 4 Ch. 15, pg. 456 Ch. 17, pg. 512 Ch. 19, pg. 546 Ch. 19, lesson 1 & 2 |
Investigate, pg. 560: Why are satellite antennas curved? |
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· Listing highlights of space exploration, including satellites, manned moon missions, the unmanned Mars mission, and an inhabited space station |
Week 31 |
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Ch. 8, pg. 256 Ch. 18, pg. 514 |
Write a paragraph describing something to invent to enhance space exploration. |
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· Identifying Alabama’s contribution to the space industry
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Week 32 |
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Alabama Science Studies Workbook |
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9. Describe the appearance and movement of Earth and its moon. |
Week 33 |
X |
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Ch. 17, pg. 490 Ch. 17, lesson 1 & 2 |
Explore, pg. 492: What is the shape of a planet’s path? Investigate, pg. 534: How does spinning affect a planet’s shape? |
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· Identifying the waxing and waning of the moon in the night sky |
Week 34 |
X |
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Ch. 17, lesson 2 |
.com |
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· Identifying lunar and solar eclipses |
Week 35 |
X |
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Ch. 17, lesson 1 & 2 |
Work in small groups with models of the sun, earth and moon and demonstrate. |
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10. Describe components of our solar system. |
Week 36 |
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Ch. 17, lesson 1 & 2 Ch. 18, lesson 1, 2, 3 & 4 |
Explore, pg. 516: How can you compare sizes of planets? |
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· Defining comets, asteroids, and meteors |
Week 37 |
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Ch. 18, lesson 2, 3 & 4 |
Work in groups to read Leveled Readers. |