Grade 4 Science

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Four Science
Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Earth Science
  • Geology (with focus on rocks, minerals, soil, and layers of the earth)
  • Physical Science
  • Matter (with focus on structure of matter and states of change)
  • Force & Motion/Simple Machines
  • Energy Sources


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SCIENCE
 GRADE: 4

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. UNIFYING THEMES - Students apply the principles of systems, models, constancy and change, and scale in science and technology.
A.1. SYSTEMS Students explain interactions between parts that make up a whole man-made and natural things.
a. Give examples that show how individual parts of organisms, ecosystems or man-made structures can influence one another.
b. Explain ways that things including organisms, ecosystems or man-made structures may not work as well, (or at all), if a part is missing, broken, worn out, mismatched or misconnected.
A.2. Models Students use models to represent objects, processes, and events from the physical setting, the living environment and the technological world.
a. Represent the features of a real object, event, or process using models including geometric figures, number sequences, graphs, diagrams, sketches, maps, or three- dimensional figures, and note ways in which those representations do (and do not) match features of the originals.
Collect, record, and present data in various ways throughout science.
Organize and share information using various visual presentations.
 
Create a variety of models such as the earth, layers of the earth, globes, maps.
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A.3. Constancy and Change Students identify and represent basic patterns of change in the physical setting, the living environment and the technological world.
a. Recognize patterns of change including steady, repetitive, irregular or apparently unpredictable change.
Create a visual or graphic showing the rock cycle.
 
Conduct experiments, make conclusions and evaulate whether a change is physical or chemical.
 
Apply scientific method when testing hypothesis.
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b. Make tables or graphs to represent change.
Create a visual or graphic showing the rock cycle.

Graph fact power progress in math throughout the year.
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A.4. Scale Students use mathematics to describe scale for man-made and natural things.
a. Measure things to compare sized, speeds, times, distances, and weights.
Conduct force and motion experiments focusing on measurement.
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b. Use fractions and multiples to make comparisons of scale.
Create a scale model of the layers of the earth.
 
Interpret and compute map scale.(Everyday Math Unit 3)
 
Predict, conduct, and analyze experiments using varying weights, sizes, distances in force and motion unit.
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B. THE SKILLS AND TRAITS OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN - Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
B.1. Skills and Traits of Scientific InquiryStudents plan, conduct, analyze data from and communicate results of investigations, including fair tests.
a. Pose investigable questions and seek answers from reliable sources of scientific information and from their own investigations.
 
b. Plan and safely conduct investigations including simple experiments that involve a fair test.
Conduct simple motion experiments to illustrate Newton's Laws.
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c. Use simple equipment, tools, and appropriate metric units of measurement to gather data and extend the senses.
Use simple tools including scales, rulers, measuring cups and hand lens,  to obtain information when making observations using the scientific method.
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d. Use data to construct and support a reasonable explanation.
Evaluate outcomes and make conclusions of experiments using the scientific method.
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e. Communicate scientific procedures and explanations.
B.2. Skills and Traits of Technological Design Students use a design process, simple tools, and a variety of materials to solve a problem or create a product, recognizing the constraints that need to be considered.
a. Identify and explain a simple design problem, and a solution related to the problem.
Given a problem, construct a simple machine and explain how it works. Projects may include an arm experiment to move milk cartons, and a perpetual motion experiment.
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b. Propose a solution to a design problem that recognizes constraints such as cost, materials, time, space, or safety.
Design a simple machine, given a materials list, and time limit. 
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c. Use appropriate tools, materials, safe techniques, and quantitative measurements to implement a proposed solution to a design problem.
Design, construct and test a simple machine using appropriate tools and techniques.
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d. Balance simple constraints in carrying out a proposed solution to a design problem.
Design, construct and test a simple machine using appropriate tools and techniques.
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e. Evaluate their own design results as well as those of others, using established criteria
Assess simple machine projects using a rubric
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f. Modify designs based on results of evaluations.
Modify design based on self and group evaluations of projects and experiments.
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g. Present the design problem, process and design or solution using oral, written, and/or pictorial means of communication.
Demonstrate simple machine projects for various audiences including peers, jury group, and or parents.
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C. The Scientific and Technological Enterprise - Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
C.1. Understandings of Inquiry Students describe how scientific investigations result in explanations that are ommunicated to other scientists.
a. Describe how scientists answer questions by developing explanations based on observations, evidence, and knowledge of the natural world.
b. Describe how scientists make their explanations public.
C.2. Understandings About Science and Technology Students describe why people use science and technology, and how scientists and engineers work.
a. describe how scientists seek to answer questions and explain the natural world.
 
b. Describe how engineers seek solutions to problems through the design and production of products.
C.3. Science, Technology, and Society
Students identify and describe the influences of science and technology on people and the environment.
a. Explain how scientific and technological information can help people make safe and healthy decisions.
b. Give examples of changes in the environment caused by natural or man-made influences.
Identify environmental impact of alternative forms of energy through various activities.
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c. Identify that natural resources are limited, and that reusing, recycling, and reducing materials and using renewable resources is important.
Participate in Chewonki Presentation about alternate forms of energy.

Construct a visual product identifying renewable and non-renewable sources of energy.
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C.4. History and Nature of Science
No performance indicator.
Although no performance indicators are stated, students are expected to have instructional experiences that describe how science helps people understand the natural world.
D. The Physical Setting - Students understand the universal nature of matter, energy, force and motion, and identify how these relationships are exhibited in Earth Systems, in the solar system and throughout the universe.
D.1. Universe and Solar System Students describe the positions and apparent motions of different objects in and beyond our solar system, and how these objects can be viewed from Earth.
a. Show locations of the sun, earth, moon, and planets and their orbits.
Design a visual representation showing location of sun, earth, moon, and planets.
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b. Observe and report on observations that the sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
 
c. Recognize that the sun is a star and similar to other stars in the universe.
Identify the characteristic properties of the sun and explain that the sun is similar to other stars in the universe.
 
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D.2. Earth Students describe the properties of Earth's materials, the processes that change them, and cycles that affect the Earth.
a. Explain the effects of the rotation of Earth on the day/night cycle, and how that cycle affects local temperature.
b. Describe the various forms water takes in the air and how that relates to weather.
c.Explain how wind, waves, water, and ice reshape the surface of Earth.
Observe a model showing the effects of erosion over time, including erosion by wind, water and ice.

Find and describe an example of erosion locally.
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d. Describe the kinds of material that form rocks and soil.
Describe the composition of crystals, minerals, rocks(sedimentary, metamorphic, and igneous) and soil.
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e. Recognize that the sun is the source of Earth's heat and light energy.
Participate in Chewonki Presentation that describes the various forms of energy.

Restate written material from various resources related to solar energy.
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f. Explain how the substance called air surrounds things, takes up space, and its movement can be felt as wind
Interpret results of matter experiments (Is Air Matter?).
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D.3. Matter and Energy Students describe properties of objects and materials before and after they undergo a change or interaction.
a. Describe how the weight of an object compares to the sum of the weight of its parts.
Explain and interpret experiments related to physical change (cutting up paper, chewing gum, sandwich, salad, trail mix, etc...).
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b. Illustrate how many different substances can be made from a small number of basic ingredients.
Explain and interpret experiments related to chemical change (Oobleck, ice cream, Bill Nye, etc...).
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c. Describe properties of original materials, and the new material(s) formed, to demonstrate that a change has occured.
Compare properties of products to distinquish whether a physical or chemical change has occurred.
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d. Describe what happens to the temperature of objects when a warmer object is near a cooler object.
Role play the molecular movement/composition of the states of matter after viewing interactive website.
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e. Describe how the heating and cooling of water and other materials can change the properties of the materials.
Prepare a flow chart to illustrate the effect of heat and cold on matter after exploring concept through a variety of experiments and technology based model.
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f. Explain that the properties of a material may change but the total amount of material remains the same.
Interpret results of conservation of matter experiments.
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g. Explain that materials can be composed of parts too small to be seen without magnification.
Role play the molecular movement/composition of the states of matter after viewing interactive website.
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D.4. Force and Motion Students summarize how various forces affect the motion of objects.
a. Predict the effect of a given force on the motion of an object.
Conduct experiements exploring Newton's Laws of Motion
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b. Describe how fast things move by how long it takes them to go a certain distance.
Conduct speed experiments exploring Newton's Laws of Motion.
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c. Describe the path of an object.
Conduct experiments exploring Newton's Laws of Motion.
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d. Give examples of how gravity, magnets, and electrically charged materials push and pull objects.
Conduct experiments exploring Newton's Laws of Motion (gravity and magnets, static electricity, cans of magnets)--exploring with manipulatives.
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E. The Living Environment - Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections to these interdependent webs.
E.1. Biodiversity Students compare living things based on their behaviors, external features, and environmental needs.
E.2. Ecosystems Students describe ways organisms depend upon, interact within, and change the living and nonliving environment as well as ways the environment affects organisms.
E.3. Cells Students describe how living things are made up of one or more cells and the ways cells help organisms meet their basic needs.
E.4. Heredity & Reproduction Students describe characteristics of organisms, and the reasons why organisms differ from or are similar to their parents.
a. Name some likenesses between children and parents that are inherited, and some that are not.
Create a representation showing results of genetic probability.

Identify similarities on individual family trees.
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E.5. Evolution Students describe the fossil evidence and present explanations that help us understand why there are differences among and between present and past organisms.
b.Compare fossils to one another and to living organisms according to their similarities and differences.
Sketch fossils from classroom resources, identify fossil type and time period, and report on what we learn from fossils.
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469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.