Grade+4

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || **Cross Curr. Connections/**
 * Teachers** (list)**: Kandyce Bloomfield, Deb Obermiller, Pam Scheer, Mandy Evans**
 * Columns 2,3, & 8 Required, Bolded Vocabulay Terms (Column 5) tested**
 * Textbook** (title, publisher, copyright date): Harcourt Science, Harcourt School Publishers, 2002
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Unit** || **Objective:**
 * Reinforcement** ||
 * Unit D || observe and describe Earth's materials, structure, systems, and processes. || 5.4.1.b Recognize the motion of objects in the sky (the Sun, the Moon, stars change over time in recognizable patterns)

planet orbit || Unit D Ch. 3 p. 62-73 -kidsgeo.com tradebooks || revolution/rotation gravitational pull -Dramatize Earth's orbit & turning on axis -day/night, month, year, -seasons -star watch -moon watch SS-revolution SS-rotation || erosion deposition || Unit C p. 41 kidsgeo.com
 * teach in conjunction with 5.4.3.a ||  || star
 * 5.1.1 Investigations ||  || SS-seasons
 * Unit C ||  || 5.4.2.b Identify weathering, erosion, and deposition as processes that build up or break down Earth's surface ||   || weathering

tradebooks  geography4kids.com  || -find examples in our own environment Describe the Sun's warming effect on the land and water
 * 5.1.1 Investigations ||  || SS ||
 * ||  || 5.4.3.a

*teach in conjunction with 5.4.1.a ||  || **//evaporation?//** E || explore and describe the physical properties of matter and its changes. || 5.2.1.c Use appropriate metric measurements to describe physical properties. ||  || meter, centimeter, millimeter kilometer liter, milliliter grams, kilograms celsius scale mass || R2-6 tradebooks || -hands-on and online measuring activities--mass, capacity, length -online F || identify the influence of forces on motion. || 5.2.2.c Describe magnetic behavior in terms of attraction and repulsion ||  || magnet || Unit F Ch 1 p F16-21 tradebooks || *5.1.1 Investigations-magnetic field, magnetic polls ||  ||   || E || observe and identify signs of energy transfer. || 5.2.3.a Recognize that sound is produced from vibrating objects; the sound can be changed by changing the vibration ||  || sound pitch energy || Unit E Ch 3 tradebooks || *5.1.1 Investigations changing vibrations ||  ||   || E || observe and identify signs of energy transfer. || 5.2.3.b Recognize that light travels in a straight line and can be reflected by an object (mirror) ||  || reflection || Unit E Ch 4 tradebooks || *5.1.1 Investigations-using reflection, refraction, color spectrum ||  ||   || translucent opaque || Unit E Ch 4 tradebooks || *5.1.1 Investigations ||  ||   || conductor insulator || Unit F Ch1 & 2 tradebooks || *5.1.1 Investigations-closed circuit, series & parallel circuits ||  ||   || invertebrate || Unit A Ch 1 p. 12-17 Ch 2 A36 tradebooks || *5.1.1 Investigations -Project Wild-Build a Bird -Kicks -AIMS Act. ||  ||   || instinct || Unit A Ch 2 p. A44-45 A56-61 tradebooks || AIMS Act. ||  ||   || A ||   || 5.3.2.b Identify the life cycle of an organism 3rd plants 4th animals ||  || organism || Unit A  Ch 1 p. 12-17 Ch 2 A36 tradebooks || *5.1.1 Investigations Project Wild ||  ||   || A-B || describe changes in organisms over time. || 5.3.4.a Describe adaptations made by animals to survive environmental changes ||  || adaptations || Unit A Ch 1 p. 12-17 Ch 2 Unit B Ch 3 B20-25 tradebooks || Project Wild-Oh Deer ||  ||   || Units || plan and conduct investigations that lead to the development of explanations. || 5.1.1.a Ask testable scientific questions ||  ||   || p. X-XXIV || differentiate between testable & research questions ||   ||   || observation inference investigation hypothesis || p. X-XXIV || students will plan & conduct investigations using scientific method ||  ||   || barometer compass dowel dropper?? hand lens? light socket? forceps gradulated cylinder test tube hygrometer || p. X-XXIV || *5.2.1.c ||  ||   || understand measurements are observations ||  ||   || AIMS GEMS ||  ||   || Textbook - R7 ||  ||   || Textbook - R7 ||  ||   || Compare & Contrast food groups on food/nutrition labels ||  ||   ||   || Jaw Breakers & Hearth Thumpers from AIMS Health Activity Book Textbook - R7 ||  ||   || wellness || Including physical Activities and healthy living habits ||  ||   ||   || Fire Safety Health Activity Book Textbook - R7 ||  ||   ||
 * //condensation?//**
 * //ocean currents?//**
 * //air masses?//**
 * //?=ideas at this time//** || tradebooks || **//surface?? temperatures??//**
 * //solar panels??//**
 * //pond-river water -//**
 * //?-ideas at this time//**
 * //*5.1.1 Investigations//** ||  ||   ||
 * Unit
 * 5.1.1 Investigations ||  || Math Ch 11 ||
 * Unit
 * Unit
 * Unit
 * Unit E ||  || 5.2.3.c Recognize that light can travel through certain materials and not others (transparent, translucent, opaque) ||   || transparent
 * Unit F ||  || 5.2.3.f Recognize that the transfer of electricity in an electrical circuit requires a closed loop. ||   || circuit
 * Unit A || investigate and compare the characteristics of living things || 5.3.1.b Identify how parts of animals function to meet basic needs. ||  || vertebrate
 * Unit A || identify variations of inherited characteristics and life cycles || 5.3.2.a Identify inherited characteristics and life cycles. ||  || metamorphosis
 * Unit
 * || describe relationships within an ecosystem || 5.3.3.a Diagram and explain a simple food chain beginning with the sun ||  || food chain || tradebooks || Project Wild-Circle Sit, ||   ||   ||
 * Unit
 * All
 * ||  || 5.1.1.b Plan and conduct investigations and identify factors that have the potential to impact an investigation ||   || prediction
 * ||  || 5.1.1.c Select and use equipment correctly and accurately ||   || thermometer
 * ||  || 5.1.1.d Make relevant observations and measurements ||   ||   || p. X-XXIV || differentiate between observations & inferences,
 * ||  || 5.1.1.e Collect and organize data ||   ||   || p. X-XXIV || create graphic organizers ||   ||   ||
 * ||  || 5.1.1.f Develop a reasonable explanation based on collected data ||   ||   || p. X-XXIV ||   ||   || LA ||
 * ||  || 5.1.1.g Share information procedures, and results with peer and/or adults ||   ||   || p. X-XXIV ||   ||   || LA ||
 * ||  || 5.1.1.h Provide feedback on scientific investigations ||   ||   || p. X-XXIV || self-evaluate-What do you wonder? What would you do differently? ||   ||   ||
 * ||  || 5.1.1.i Use appropriate mathematics in all aspects of scientific inquiry ||   ||   || p. X-XXIV ||   ||   || Math ||
 * All Units || describe how scientists go about their work. || 5.1.2.a Recognize that scientific explanations are based on evidence ||  ||   || p. X- XXIV || research ||   ||   ||
 * ||  || 5.1.2.b Recognize that new discoveries are always being made which impact scientific knowledge ||   ||   || "Science Through Time" & "Science and Technology"--all units || Science News Bulletin Board ||   ||   ||
 * ||  || 5.1.3.c Recognize many different people study science ||   ||   || "People In Science" --all units || speakers/career awareness ||   ||   ||
 * ||  ||   ||   ||   ||   || KICKS Manual
 * || Health: body systems || skeletal/muscular system ||  ||   ||   || Health Activity Book
 * ||  || nervous system including parts of brain ||   ||   ||   || Health Activity Book
 * || Health: nutrition || Food Pyramid
 * || Health:
 * ||  || Drugs/Alcohol ||   ||   ||   ||   ||   ||   ||