|
Standards
|
Lesson Plans
|
Activities/Demos
|
Homework
|
Project
|
Field Trips
|
Assessment
|
Resources
|
|
Physical Sciences
1. Electricity and magnetism are related effects that have many useful applications in everyday life.
As a basis for understanding this concept:
|
|
|
|
|
|
|
|
Grade 4 Science 1a
1.a. Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs.
|
Series Circuit: The Tech (TedK)
Parallel Circuits: The Tech Museum (TedK)
|
Exploratorium (Ted/Sartorette); Electricity 'Snacks'
|
The Tech Museum (Ted): What is an Electric Circuit?
|
|
Lawrence Hall of Science, UC Berkeley (TedK): Electricity & Magnetism
|
|
|
Grade 4 Science 1b
1.b. Students know how to build a simple compass and use it to detect magnetic effects, including Earth's magnetic field.
|
|
Building a Compass (Exploratrium): TKahn
Magnetism Related hands-on activitites (Exploratorium) BethF
Exploratorium (Ted): Magnetic Lines of Force
|
|
|
|
|
|
Grade 4 Science 1c
1.c. Students know electric currents produce magnetic fields and know how to build a simple electromagnet.
|
|
Electricity Activities(MR)
Build a Stripped Down Motor, Exploratorium, BethF
Exploratorium (Sartorette Team): Magnetic Pendulums
|
|
|
|
|
|
Grade 4 Science 1d
1.d. Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones.
|
|
|
|
|
|
Report Writing Rubric for Energy Generation WebQuest (S. Commisso & G. Lencioni)
|
Everyday Magnets (NickW Etudes)
|
Grade 4 Science 1e
1.e. Students know electrically charged objects attract or repel each other.
|
Exploratorium (Sartorette Team): Force Between Magnets
|
|
|
|
Exploratorium (Sartorette Team): Magnetic Clouds
|
|
|
Grade 4 Science 1f
1.f. Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other.
|
|
Exploratorium (Meme & Robert/Sartorette Team): Circles of Magnetism
|
|
|
|
|
Two parallel, current-carrying wires exert forces on each other (Meme and Robert)
|
Grade 4 Science 1g
1.g. Students know electrical energy can be converted to heat, light, and motion.
|
Heat, Light, Motion (The Tech) BF
Energy Generation WebQuest (S.Commisso & G.Lencioni)
|
Power Girl Student Computer Game (Robert and Meme)
|
|
|
Exploratorium (Sartorette Team): Pedal Generator
|
Energy Generation WebQuest Collaboration Rubric (S.Commisso)
|
Heat, Light, Motion (The Tech) BethF
|
|
Life Sciences
2. All organisms need energy and matter to live and grow.
As a basis for understanding this concept:
|
|
|
|
|
|
|
|
Grade 4 Science 2a
2.a. Students know plants are the primary source of matter and energy entering most food chains.
|
PlanedtPals: Food Chains (Ted & Hikaru)
BioSITE Teacher Forum (NickW Etudes)
BioSITE Lesson Plan PDF (NickW Etudes)
|
|
|
|
|
|
Picadome: Food Chain (TedK + Hikaru)
|
Grade 4 Science 2b
2.b. 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.
|
robot zoo (The Tech) KC
|
|
|
|
|
Quiz on Predators and Food Chain
|
National Geographic (QuickFliks); Food Chains (TedK)
|
Grade 4 Science 2c
2.c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.
|
Food Webs Lesson Plan: Decomposers (TedK + Hikaru)
|
|
|
|
|
|
|
|
Life Sciences
3. Living organisms depend on one another and on their environment for survival.
As a basis for understanding this concept:
|
|
|
|
|
|
|
|
Grade 4 Science 3a
3.a. Students know ecosystems can be characterized by their living and nonliving components.
|
Almaden Elementary/CDM BioSITE (Beth Fensterwald)
|
|
BioSITE Food Chain Activities (NickW Etudes)
|
|
|
|
Ecosystems (KC + AF)
|
Grade 4 Science 3b
3.b. 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.
|
Almaden Elementary/CDM BioSITE (Beth Fensterwald)
|
|
|
|
|
|
|
Grade 4 Science 3c
3.c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.
|
|
|
|
|
|
|
|
|
Earth Sciences
4. The properties of rocks and minerals reflect the processes that formed them.
As a basis for understanding this concept:
|
|
|
|
|
|
|
|
Grade 4 Science 4a
4.a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).
|
Exploring How Rocks Are Formed (AF+KC)
Rocks - Moh's Scale (Sartorette Team)
|
Earthquake land animation (AF)
Fault/quakes/volcanoes site (AF)
Explaining convection (rock/weather) (AF)
Rock Database with images (Robert and Meme)
|
Rocks - Moh's Scale (Sartorette Team)
|
|
|
|
Earth's Floor (AF + KC)
Rock Cycle Animation (AF)
|
Grade 4 Science 4b
4.b. Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.
|
Identifying Rocks using Mohs chart (AF +KC)
Rocks - Moh's Scale (Sartorette Team)
|
Mineral Products Demo (AF)
|
Rocks - Moh's Scale (Sartorette Team)
|
Rocks in Your Mouth
Toothpaste competition (AF)
|
|
|
Diagnostic Properties (KC+AF)
Mineral Properties (KC+AF)
Minerals in Electricity (KC + AF)
|
|
Earth Sciences
5. Waves, wind, water, and ice shape and reshape Earth's land surface.
As a basis for understanding this concept:
|
|
|
|
|
|
|
|
Grade 4 Science 5a
5.a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
|
Erosion (Almaden Elementary): BethF
Erosion (AF&KC)
|
|
|
|
Outdoor Science Park: Forces that shape the bay. (Robert and Meme)
|
|
What a Jerk! Explanation of Earthquakes (NickW Etudes)
|
Grade 4 Science 5b
5.b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces.
|
|
Erosion lesson/activities
|
|
|
|
|
|
Grade 4 Science 5c
5.c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).
|
Erosion (Almaden Elementary): BethF
Weathering (AF + KC)
BioSITE Teacher Forum (NickW Etudes)
|
|
|
|
|
|
|
|
Investigation and Experimentation
6. 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:
|
|
|
|
|
|
|
|
Grade 4 Science 6a
6.a. Differentiate observation from inference (interpretation) and know scientists? explanations come partly from what they observe and partly from how they interpret their observations.
|
|
Field Journals (NickW Etudes)
|
|
|
|
|
Mineral Components of a Light Blub (AF + KC)
|
Grade 4 Science 6b
6.b. Measure and estimate the weight, length, or volume of objects.
|
|
Identifying Measurement Type (KP)
|
|
|
|
|
Measurement Movie (Free) (KC + AF)
|
Grade 4 Science 6c
6.c. Formulate and justify predictions based on cause-and-effect relationships.
|
|
|
|
|
|
|
|
Grade 4 Science 6d
6.d. Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.
|
|
|
|
|
|
|
|
Grade 4 Science 6e
6.e. Construct and interpret graphs from measurements.
|
|
|
|
|
|
|
|
Grade 4 Science 6f
6.f. Follow a set of written instructions for a scientific investigation.
|
|
Reclamation After Mining (AF)
|
|
|
|
|
|
![[>]](Image?url=/images/arrowdn.gif)