Fourth
Grade Science
| * Each student is required to complete one oral or written "Response
to a Key Question" for each topic studied. Both oral and written responses
will include an illustration or a series of illustrations.
* At last two responses will be a written product. * At least one response will be an oral presentation (See Response to a Key Question Task Description.) |
* Each student is required to carry out two "Extended Investigations" based on grade level topics. These investigations may be done as a class. The results of the student participation in the investigation will be assessed using the following task descriptions: "Observation" "Design an Investigation" "Data Collection and Analysis" |
|
* Each student will be assessed for process science skills by being evaluated by the "Teacher Observation of Science Skills" Task Description once a year. * Each student is required to keep a "Work Collection." Students will keep this collection of work in a notebook for the school year. This may be organized in several ways: a pocket a folder, a large envelope, a three ring binder, or other storage device. This notebook will store work from all the science topics studied and may include: illustrations, class notes, logbooks, science activity reports, notes for preparing responses to key questions, and others. The teacher will help the students to learn to organize their notebooks and will decide how to evaluate the work collection. |
Students will learn to use and master appropriate tools during
the investigations carried out in each topic.(See Boston Public Schools
Technology Connections)
Once during the year students should devote one activity to a majority of the aspects of the design process as described in the Massachusetts Science and Technology Frameworks and the Boston Public Schools Technology Connections. These activities can be identified in the newly adopted science instructional materials or supplemental materials that can be borrowed from the science department. (Training in integrating technology into the Science Learning Standards will be provided over the next several years). |
| Students will study one particular technology device or process used in the real world for a specific purpose and investigate how and why it works.(See Boston Public Schools Technology Connections). | Students will study and explain at least one example that illustrates how science, technology, and society influence each other. This example can be identified in the newly adopted science instructional materials or supplemental materials that can be borrowed from the science department. (See Boston Public Schools Technology Connections) |
|
Students will pass teacher tests of terms and concepts presented in the year's topics. |
Students will complete their homework. |
Important note:
All students are expected to complete the starred (*) products during
the 1998-1999 school year. Task descriptions are provided in a separate
document (Science Task Descriptions). Teachers, students, and parents may
use these Task Descriptions as students develop their products and as tools
to help them assess student work. The technology products (design process,
tools, technology device, and technology and society) are adapted from
the Massachusetts Science and Technology Frameworks and are further explained
in the document: The Boston Public Schools Technology Connections. (Part
of the professional development on the newly adopted materials will illustrate
how to make this connection.)
Content Objectives:
Topic: The Skeletal System
| Key Question:
Why are there bones? Subquestions: Where are there bones? How do bone structures relate to bone function? Are all animal bones similar? How do you know? |
Key Concepts, Principles, Lessons, and Phenomena:
Students will understand... The structure and function of the major bone groups in the human body. The structure and function of different types of teeth. Animals have different bone structures which lead to different ways to grow, survive, and reproduce. |
Entry Points and Applications:
Owl pellets Loose teeth Wisdom teeth Knee injuries Broken bones Bone marrow transplants skeletons |
Topic: Characteristics of the Earth's Surface
|
Key Question: What makes up the earth's surface? Subquestions: What are the characteristics of rocks? How do rocks change? From where do rocks come? Where do rocks go? Of what are rocks made? |
Key Concepts, Principles, Lessons, and Phenomena: Students will understand... The eart's surface is made up rock, soil, water and living organisms. The geologic cycle: rocks have histories. Rocks change over time. Rocks are made of minerals. Soil is made of small rocks and decomposed living materials. Rocks come in many shapes and sizes, from boulders to grains of sand and even smaller. Fossils provide evidence of the EarthÆs history. Rocks and minerals can be identified by their properties. |
Entry Points and Applications:
Rocks Stone buildings Gravel pits and quarries Beaches Boston ôpudding stoneö Science Museum's Big Dig exhibit Rock collection in the Museum of Comparative Zoology |
Topic: Magnets:
| Key Question:
What does a magnet do? Subquestions: From where do magnets come? How are magnets used by society? |
Key Concepts
Principles, Lessons, and Phenomena: Students will understand... Magnetic attraction. Magnetic field. Magnetic force. Nature of magnetism. How magnets are made. How magnets can lose their magnetism. The uses of magnets. |
Entry Points and Applications:
Magnets and iron filings Compass Earth Lodestone |
Topic: Electricity
| Key Question:
What are he characteristics of simple/complex circuits? Subquestions: What is a complete circuit? What are the elements of a circuit? What can electricity do in a circuit? What materials conduct electricity and what materials do not conduct electricity? What are the societal uses of electricity? |
Key Concepts, Principles, Lessons, and Phenomena:
Students will understand... Materials that have been electrically charged may either push or pull other charged materials. A simple electric circuits consist of a power source, wires and power user such as lights, motors, etc. Some materials are good conductors of electricity and some materials are poor conductors of electricity. Electricity can make light, heat, sound and can also make things move. |
Entry Points and Applications:
Flashlight Batteries and bell circuits Light bulb Lightning Ben Franklin Battery tester Fuse Circuit Breaker |
Skill Objectives:
Skills & Processes:
Students will develop the abilities necessary to do scientific inquiry
by*:
1. Planning and conducting a simple investigation, including:
a. Asking a question about objects, organisms, and events
in the natural world,
b. Employing simple equipment and tools to gather and extend
the senses,
c. Using evidence, inference, and models to construct a
reasonable explanation, and
d. Communicating their investigations and explanations.
(This set of skills primarily contributes to fulfilling the ability
ôto do scienceö portion of the Purpose.)
2. Knowing how science helps to solve some social and personal
issues, but not others.
(This skill, in addition to those in Item 1, contributes to fulfilling
the ability ôto use scienceö portion of the Purpose.)
* Adapted from the National Research CouncilÆs National Science
Education Standards (1996).
Technologies and Instruments:
Students will be able to use...
Hand lens
Ruler
Circuit tester
Volt meter
Amp meter
Students will be able to share observations concerning a scientific
phenomenon via telecommunications (i.e. Kidsnet, Bosnet, Environet).
Topic: Characteristic of Animals:
| Key Question:
How are animals alike and how are they different? Subquestions: What are the basic needs of animals? How are animals adapted to meet those needs? How are animals classified? What are the characteristics of the major animal groups? |
Key Concepts, Principles, Lessons, and Phenomena: Students will understand... Living things are classified into five kingdoms depending on their characteristics. Animals and plants can be classified by their environment, size, adaptations behaviors, and the presence and absence of a backbone. The invertebrate group includes sponges, with bodied of holes and spiny skeletons; corals, with soft bodies and tentacles; sea anemones, with tentacles for movement; hydras, with tentacles that trap food;, flatworms with heads, tails, and flattened bodies; roundworms; segmented worms; starfish, with tube feet and body parts around a central area; mollusks, with hard shells and muscular feet; and arthropods, with jointed legs and hard exoskeleton. The vertebrate group are: fish live in water and have gills; amphibians live both in water and land; Reptiles have dry scaly skin and lay eggs with leathery shells; Birds have wings and feathers and lay hard shelled eggs ; and mammals have hair, fur and feed milk to their young. Plants and animals have different structures that serve different functions in growth, survival, and reproduction |
Entry Points and Applications:
Aristotle Carolus Linnaeus Microscope extinction Whales Dinosaurs |
Skill Objectives
Skills & Processes:
Students will develop the abilities necessary to do scientific inquiry
by*:
1. Planning and conducting a simple investigation, including:
a. Asking a question about objects, organisms, and events
in the natural world,
b. Employing simple equipment and tools to gather and extend
the senses,
c. Using evidence, inference, and models to construct a
reasonable explanation, and
d. Communicating their investigations and explanations.
(This set of skills primarily contributes to fulfilling the ability
ôto do scienceö portion of the Purpose.)
2. Knowing how science helps to solve some social and personal
issues, but not others.
(This skill, in addition to those in Item 1, contributes to fulfilling
the ability ôto use scienceö portion of the Purpose. For further
details see Boston Public Schools Technology Connections.)
* Adapted from the National Research CouncilÆs National Science Education Standards (1996).
Technologies and Instruments:
Students will be able to use...
Hand lens
Ruler
Students will be able to share observations concerning a scientific
phenomenon via telecommunications (i.e. Kidsnet, Bosnet, Environet).
The Science Domains:Fourth
Grade Content Connections
| Life Sciences | Physical Sciences | Earth and Space Sciences |
| structure and function of bones and teeth
characteristics of animals invertebrates vertebrates animal adaptations classification |
energy
types of energy energy transformations electric circuits conductors and nonconductors insulators ò |
rocks and minerals
rock cycle characteristics of rocks fossils weathering erosion water cycle precipitation wind |