AT A GLANCE GRADE 4

Unit 1 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 1: EnergyStudents will develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another.

They will be able to formulate answers to questions such as:• What is energy and how is it related to motion?• How is energy transferred?• How can energy be used to solve a problem?

Lesson 1: What is Energy?Standard 4-PS3-1

Energy

Lesson 2: Energy in our LivesStandard 4-PS3-2

Energy All Around

Lesson 3: Energy: Energy TransformationsStandard 4-PS3-4

Solar EnergyTurn on the Light: How Electricity Works

Lesson 4: Forces and MotionStandard 4-PS3-3

Forces and Motion at Work

Lesson 5: Energy and Our EnvironmentStandard 4-ESS3-1

BiofuelsWind Energy

Lesson 6: Protecting Our EnvironmentStandard 4-ESS3-1

Going Green

Unit 2 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 2: Waves and InformationStudents are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object.

They will be able to formulate answers to questions such as:• What are waves and what are some things they can do?

Lesson 1: Studying WavesStandard 4-PS4-1

Oceans

Lesson 2: Studying SoundsStandard 4-PS4-3

Cell PhonesThe Amazing Facts About Sounds

Unit 3 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 3: Structures, Function and Informational ProcessingStudents are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, students will be able to describe that an object can be seen when light reflected from its surface enters the eye.

They will be able to answer questions such as:• How do internal and external structures support the survivalgrowth, behavior, and reproduction of plants and animals?

Lesson 1: Electrical Systems and ModelsStandard 4-PS4-2

Let’s Investigate Light

Lesson 2: Plants and Animals StructuresStandard 4-LS1-1

Skeletons and Exoskeletons

Lesson 3: ReproductionStandard 4-LS1-1

Reproduction in Plants

Lesson 4: Processing InformationStandard 4-LS1-2

The Nervous System

Unit 4 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 4: Earth’s Systems: Processes that Shape the EarthStudents are expected to develop an understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. In order to describe patterns of Earth’s features, students analyze and interpret data from maps.

They will be able to answer questions such as:• How can water, ice, wind and vegetation change the land?• What patterns of Earth’s features can be determined with the useof maps?

Lesson 1: Rock FormationsStandard 4-ESS1-1

Rocks, Minerals and Soil

Lesson 2: FossilsStandard 4-ESS1-1

Fossils: Uncovering the Past

Lesson 3: Weathering EffectsStandard 4-ESS2-1

Earth and the Role of Water

Lesson 4: Our LandStandard 4-ESS2-2

Continents

Lesson 5: Earth’s FeaturesStandard 4-ESS2-2

Mountains

Lesson 6: System InteractionsStandard 4-ESS1-1

Plate Tectonics and Disasters

Unit 5 Lessons/NGSS Reading SelectionNGSS Performance Expectations Unit 5: Earth and Human ActivityStudents will be able to apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans.

They will be able to answer questions such as:• How do humans impact our planet Earth?• What solutions can be found to protect the Earth?• What tools can be used to better understand our world?

Lesson 1: Human Impact on EarthStandard 4-ESS3-2

Our Footprint on Earth

Lesson 2: Solutions to Protect the EarthStandard 4-ESS3-2

Built to Last

Lesson 3: Using Scientific ToolsStandard 3-5-ETS1-1

Using Tools to Understand Our World

Additional References Rourke’s World of Science Encyclopedia

Volumes 1, 2, 3, 4, 6

Alignment with the Next Generation Science Standards (NGSS)

CORRELATION

Introduction

Fourth Grade

Fourth grade performance expectations include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object.

Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

Topics:• Energy• Waves:WavesandInformation• Structure,Function,andInformationProcessing• Earth’sSystems:ProcessesthatShapetheEarth• EarthandHumanActivity

UNIT 4: EARTH’S SYSTEMS: PROCESSES THAT SHAPE THE EARTH

Alignment with the Next Generation Science Standards (NGSS)

Next Generation Science Standards

(NGSS)

Book Title ISBN Number Comparative Measure Level

4-ESS1-1. Identifyevidence from patternsin rock formations andfossils in rock layers tosupport an explanationfor changes in alandscape over time.

Rocks, Minerals, and Soil• Learnhowtheearth’srocks,minerals,andsoilareformedandwhattheyaremadeof.

Fossils: Uncovering the Past• Thisbookexamineshowfossilsdocumenttheappearance,diversification,andextinctionofmanylifeforms.

Plate Tectonics and Disasters• Thisbookdiscussesthenatureofthegroundbeneathourfeetaswellasthethreatsposedbytectonicplatemovementandvolcanicthreatsfromunderground.

9781606947531

9781617419843

9781618102362

725

875

1000

4-ESS2-1. Makeobservations and/or measurements toprovide evidence of theeffects of weatheringor the rate of erosionby water, ice, wind, orvegetation

The Earth and the Role of Water• Thisbookdiscussesthepowerofwaterinallitsformsincludingthewatercycleanderosion.

9781612362311 800

4-ESS2-2.Analyzeandinterpret data frommaps to describepatterns of Earth’sfeatures.

Continents• Exploresthesevencontinentsandhowtheearth’splatesarealwaysmovingandchangingthecontinents.

Mountains• ExploresmapsofmountainrangesintheUnitedStates,themakingofmountains,andmuchmore.

9781606949108

9781600449477

925

800

TEACHER NOTE UNIT 4 FOSSILS, UNCOVERING THE PAST

Book Summary: This book examines how fossils document the appearance, diversification, and extinction of many life forms.Guided Reading Level: VLexile Level: 875Key Vocabulary: algae, australopithicus afarensis, catastrophic, dating, decays, earthquakes, episodic, erosion, evolution, excrement, extinct, fungi, geology, hominids, Homo sapiens, invertebrates, marine, Neanderthal, organisms, paleontology, plate tectonics, prehistoric, primates, remnants, sauropods, sedimentary, species, specimens, theorize, trilobites, volcanicKey Vocabulary in Spanish: australopithicus afarensis, catastrófico, fechado, descomposición, terremotos, episódicos, erosión, evolución, excremento, extinto, hongo, geología, homínido, homo sapiens, invertebrados, marino, Neanderthal, organismos, paleontología, placas tectónicas, prehistórico, primates, restos, saurópodos, sedimentos, especies, teorías, trilobitos, volcánica

STANDARDS: (GRADE 4)Common Core Standards

CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Next Generation Science Standards

Earth’s Systems: Processes that Shape the Earth 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Materials Needed: Teacher Materials: Computer access, Teacher’s User Guide Student Materials: Fossils: Uncovering the Past by Tom GrevePer Group: Paper, pencils, glue, index cards, objects, samples of fossils

Strategies: Word meaning, visual cues, graphic organizers, W-questions, text support, questioning, Bloom Taxonomy (gathering evidence) cooperative learning, generating and testing hypothesis, demonstrations, observation charts, critical thinking, problem solving, collaboration

HOMEWORK AND PRACTICE1. Language Development Activities

Beginning Level: Students will be able to determine if a fossil is a body fossil or a trace fossil.

Intermediate Level: Students will complete a chart “Timeline of Life” and will describe what fossils were found in each era.

Advanced Level: After conducting research on dinosaurs, students will write a report with their findings.

2. Journal ActivityAfter gathering information from print and digital sources, students will write about what evidence supports the hypothesis.

HOME-SCHOOL CONNECTION: SCIENCE PROJECTStudents will follow directions on how to build a fossil model.

FURTHER READING AND RESOURCES

ENGLISH:Rourke’s Science Encyclopedia Volume 4- Earth Science

SPANISH:Enciclopedia de Ciencias Rourke Volumen 4- Ciencias de la Tierrahttp://www.aragosaurus.com/secciones/docencia/tema/Historia_Vida1.pdfhttp://www.dinosaurios.info/

Grade Four - Teacher Note - #17

CLOSURE 1. Provide students with time to explain their findings about “fossil formation” and the evidence they gather about organisms that lived a long time ago.2. Direct student groups to take 5 minutes to choose one thing that worked well with their assignment and one thing they could improve on. When groups are done, have each one come to the board to write down their choices. 3. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

EVALUATION

Use the following performance rubric for assessing students’ work.Performance Indicators: _______ Collaborates with the group during mini lab time _______ Works well with team members while carrying out assignment. _______ Explains what can he or she can do to support changes in our Earth’s surface over time.Observations and Rubric Score3 2 1 0

What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

LESSON PROCEDURES:BUILDING BACKGROUND ENGAGE EXPLORE EXPLAIN and ELABORATE

Introduce Fossils, Uncovering the Past by looking at the inside cover photo and starting a discussion about what they already know about fossils. Ask:•Whatdoyouseeinthese illustrations? What are these called?•Whatisanexampleofafossil?•Wheredopeoplefindfossils?

Have students look at the Glossary. •Whichwordsarefamiliartoyou?•Whichwordsarenew?Introduce key words students need to know before reading the book.

Provide students a KWL graphic organizer to fill out what they already know about fossils and what they would like to learn.

Explain to students that fossils are made when living things die and get buried by sediments quickly before the hardest parts of the animal have a chance to decay. Have students work in pairs and look at examples of body fossils and trace fossils on page 9. Ask them to identify the differences between them. Have students open their books to page 24. Have them understand what a paleontologist is. Tell them that because a paleontologist studies life forms that are now extinct, they rely on fossils to learn about life in the past. Show students examples of dinosaursonpages28-34.Youcanalso do a Google search for images about fossils. Ask leading questions such as:•Whatarethesepicturesof?•Whatdoyouknowabout dinosaurs?

Tell students that today they are going to become paleontologists. Display different objects around the class including samples of fossils. Tell them they will walk around and look at the different objects. As they are observing, have them write the number of the objects they see on their paper. They should have two columns titled “fossil” and “non-fossil.” When they are finished, discuss the items classified as “fossils.” Have students refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Have students explore the lives of famous paleontologists such as Luis Alvarez who believed an asteroid hit the Earth causing the extinction of the dinosaurs. Discuss with students how scientists use fossils to help explain Earth’s past. Since there are currently no living dinosaurs, the only evidence we have about dinosaurs and other prehistoric organisms is what can be inferred from fossilized remains. Show students an example of amber that has an insect trapped inside (see page 11). Tell students that amber is fossilized tree resin that it is used for jewelry because of its beauty.Give each student a 3 x 5 index card. Have each student draw about a one-inch circle on the left side of the index card. Have them color it the color that they think is closest to the real color of amber. Students should place a small object representing an insect on the colored circle. Students will use glue to cover the insect placed on colored circle. Discuss how this represents the resin that fossilized into amber over a period of millions of years, preserving the insect.

On the right hand side of the card, have them write the process that preserved the insect.

Explain to students how fossils represent time since these are like snapshots that we can study about prehistoric life that existed a long time ago.

Have students look at pages 38-39 in their book. Explain to them how fossils of primitive humans help us understand theoretical evolutionary changes toward modern humans. Have students observe the “timeline of life” as presented on pages 44-45. Explain each one of the life eras starting with the Precambrian Era and ending with the Cenozoic Era. Have them analyze each era and discuss what kinds of fossils were found. Ask them to place in chronological order information presented in the text.

Continue with the closure and evaluation sections of the lesson. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

Lab Lesson Essential Question(s):

Fourth Grade Bilingual Pair Activity 1 #17

LOS FÓSILES: HALLAZGOS DEL PASADO

ACTIVIDAD 1

NOMBRE: ____________________________________________FECHA: ____________

LOS FÓSILES: HALLAZGOS DEL PASADO

Instrucciones:

Mira la ilustración de cada fósil y determina si son fósiles corporales o huellas fósiles.

Fósil Clase de fósil

Fourth Grade Bilingual Pair Activity 2 #17

LOS FÓSILES: HALLAZGOS DEL PASADO

ACTIVIDAD 2

NOMBRE: _________________________________________ FECHA: ____________

LOS FÓSILES: HALLAZGOS DEL PASADO

Instrucciones:

Completa la gráfica de “La línea del tiempo de la vida” que se presenta debajo con una breve descripción acerca de cada una y ejemplos de fósiles de esa era.

Era Breve descripción Fósiles encontrados

La Era Precámbrica

La Era Paleozoica

La Era Mesozoica

La Era Cenozoica

Fourth Grade Bilingual Pair Activity 3 #17

FÓSILES: DESCUBRIENDO EL PASADO

ACTIVIDAD 3

NOMBRE: ___________________________________________ FECHA: ____________

FÓSILES: DESCUBRIENDO EL PASADOActividad:

Lleva a cabo investigaciones sobre dinosaurios y completa un informe con tus conclusiones. Puedes utilizar sitios web como este: http://www.sciencekids.co.nz/sciencefacts/dinosaurs/types.html

Elige un tipo de dinosaurio para tu investigación. Podrías utilizar estas preguntas como guía:

• ¿Cuáleselsignificadodesunombre?Lamayoríadelasvecesestotediráalgoimportanteointeresante

acerca de los dinosaurios.

• ¿Quétipodedinosaurioera?¿Cómoseclasificayconcuáldelosdinosauriosserelaciona

estrechamente?

• ¿Cómolucetudinosaurio?Porejemplo,describecuángrandeera,quéformateníasucuerpo,sitenía

las piernas largas o cortas, si tenía cuernos, placas, crestas o garras.

• ¿Cuándoviviótudinosaurio?¿Hacecuántosmillonesdeañosexistióycuáleraelnombredeese

período geológico?

• ¿Quécomíaeldinosaurioycómoconseguíasualimento?¿Cuáleraellugardeestedinosaurioenla

cadena alimentaria?

• ¿Cómosedesplazaba?¿Andabasobredosocuatropatas?¿Semovíarápidoolento?

• ¿Cómosedefendía?¿Atacabaaotrosanimales?¿Cómo?

• ¿Cuándosehanencontradolosfósiles?¿Cuándoseencontraronporprimeravez?¿Haysolounospocos

fragmentos o hay especímenes casi completos?

• ¿Quiénnombróaldinosaurio?¿Hayalgúndatointeresantesobreelcientíficoquelonombró?

Usa tus propias palabras. Comprueba la ortografía y la gramática.

LOS FÓSILES: HALLAZGOS DEL PASADO

ACTIVIDAD DE ESCRITURA

NOMBRE: _______________________________________ FECHA: ____________

EXTINCIÓN DE LOS DINOSAURIOS

Instrucciones:

Los dinosaurios existieron hace millones de años. Según el científico Luis Álvarez, la extinción masiva de los dinosaurios fue causado por el impacto de un inmenso asteroide que chocó contra la Tierra hace sesenta y cinco millones de años. Después de que consigas información de materiales impresos y digitales, escribe acerca de la evidencia que apoya su hipótesis.

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No se te olvide editar tu trabajo

Revisa la escritura, puntuación y gramática. También, revisa la estructura de tu ensayo:

________ Revisé la ortografía, puntuación, capitalización, y gramática

________ Mi ensayo es claro, está bien organizado y tiene un propósito determinado.

________ Expliqué la causa de la extinción masiva de los dinosaurios.

________ Incluí evidencia que apoya la hipótesis.

Grade Four - Journal Activity - #17

LOS FÓSILES: HALLAZGOS DEL PASADO

CONEXIÓN HOGAR-ESCUELA: PROYECTO DE CIENCIA

Grade Four - Science Project - #17

NOMBRE: ________________________________________ FECHA: ______________

HAZ TUS PROPIOS FÓSILES

Puedes construir modelos de fósiles utilizando materiales comunes. Si vives o viajas a la zona geográfica cor-recta, puedes encontrar y recoger fósiles reales, o puedes comprar los fósiles en algunos museos o tiendas de fósiles.

Materiales:

• YesodeParís• Animalitosuobjetosplásticos,ocosasnaturalescomoconchassuficientementepequeñascomopara caber en un vaso• Agua• Recipientevertedorconunpequeñopicoparaverter• Arcillaparamoldear• Vasospequeñosdepapel• Palitosdepaleta

Instrucciones:

1. Moldea la arcilla hasta formar una bola lisa. La arcilla moldeada debe ocupar menos de la mitad de la vaso.2. Coloca el objeto boca abajo en la arcilla. No entierres el objeto. Agrega trozos de otros objetos para transformarlos en criaturas extrañas.3. Utiliza uno de los vasos de papel para medir y agrega con cuidado ½ taza de yeso en la parte superior de la impresión.4. Añade de 2 a 3 cucharadas de agua. La consistencia debe parecerse a la espesa masa de los panqueques. Si hay exceso de agua, ¡añade ENSEGUIDA una pequeña cantidad de yeso!5. Mezcla suavemente el agua y el yeso, teniendo cuidado de que la impresión no se vaya hacia abajo.6. Deja que la mezcla se asiente durante un mínimo de una hora o durante toda la noche (se recomienda).7. Rompeconcuidadoelvasosobreunbotedebasuraparaquedescubrasunfósilincreíble.8. Reutilizalaboladearcillaparaotroproyecto.Consérvalaenunrecipientehermético.9. Utiliza como abono el vaso de papel.10.Utilizavasosocontenedoresdepapeldemayortampañoparacrearfósilesmásgrandes.Recuerdaque en ese caso, vas a necesitar más yeso y arcilla.

Las impresiones son las imágenes que quedan de una planta o un animal después de que estos son presionados por sedimentos, como arcilla o tierra. Si quedan los restos, a esos restos se le llama una compresión.

Mis observaciones:

¿Qué objeto funcionó mejor? ¿Qué objeto no funcionó? ¿Qué harías diferente la próxima vez?

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NOMBRE: ____________________________________________ FECHA: ____________

LOS FÓSILES: HALLAZGOS DEL PASADO

ACTIVIDAD DE AMPLIACIÓN

Grade Four - Extension Activity - #17

Clasificar fósiles

Instrucciones: Después de leer: Los fósiles: hallazgos del pasado, utiliza el siguiente organizador gráfico para clasificar los fósiles basándote en sus características.

EXAMEN PREVIO EXAMEN POSTERIOR

Instrucciones:Cada pregunta tiene cuatro respuestas como opciones. Decide la que mejor completa el enunciado o la mejor elección que responde cada pregunta. En la hoja de respuestas, haz un círculo alrededor de la misma letra que escogiste como la respuesta para cada pregunta.

1. Una clase de cuarto grado observa este ejemplo para estudiar la evidencia, a través del tiempo, de fósiles en capas de rocas. Los dinosaurios vivieron hace más de 145 millones de años. ¿En qué época vivieron los dinosaurios?

A. La era precámbrica B. La era paleozoica C. La era cenozoica D. La era mesozoica

2. La desintegración de las rocas, el suelo y los minerales se llama _______________.

A. meteorización B. erosión C. descomposición D. formación de rocas

3. Una clase de cuarto grado observa rocas. Una de las muestras es áspera y granulosa. Tiene un fósil de una planta. ¿Qué tipo de roca es?

A. Metamórfica B. Granito C. Ígnea D. Sedimentaria

PRE- AND POST-TEST GRADE 4

Unit Theme & Reading Selection Next Generation Science Standard (NGSS) 10Test Item #

Correct Response

Unit 1: Energy

Energy 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object

11 A

Energy All Around 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

12 D

Forces and Motion at Work 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

14 D

Solar EnergyTurn on the Light

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

1319

DC

Going GreenBiofuelsWind Energy

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

159

20

CBC

Unit 2: Waves and Information

Oceans 4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

24 B

Cell PhonesThe Amazing Facts About Sounds

4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.

1617

CB

Unit 2: Structure, Function, and Information Processing

Let’s Investigate Light 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

21 B

Skeletons and ExoskeletonsReproduction in Plants

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

2223

CD

The Nervous System 4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

25 A

Unit 4: Earth’s Systems: Processes that Shape the Earth

Rocks, Minerals, and SoilFossils: Uncovering the PastPlate Tectonics and Disasters

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

31

18

DDA

The Earth and the Role of Water 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

2

ContinentsMountains

4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.

45

DB

Unit 5: Earth and Human Activity

Our Footprint on EarthBuilt to Last

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

67

18

ACA

Using Tools to Understand Our World 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

8, 10 A, C

Next Generation Science Standards Aligned to Test Items

See back for answers in numerical order.