Grade: 4 · Science - Grade 4 Curriculum Pacing Guide Physical Science Unit Description Timeline Unit 1 – Energy In this unit of study, fourth-grade students develop an understanding

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Science

Grade: 4

Board of Education Adoption Date: August 22, 2017

Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mr. Paul Jensen

Mrs. Annette Jordan

Mr. Tyler Jordan

Mr. James Keelan

Mr. Bruce Patrick

Mrs. Margaret Rogers

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Samuel dela Cruz, Ed.D., Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Director of Technology & Assessment

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Danielle Fekete

Nicolina Harker

Susan Peltsman

Amanda Simonelli

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and

confident learners who flourish and contribute willingly in a changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to flourish

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that

our students deserve the best education, our curriculum is aligned to the New Jersey Student Learning standards

and current statewide assessments. Our scope and sequence is vertically and horizontally aligned. The

progression of objectives embraces decades of rigorous research, conducted both independently and at the

university level, and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and spirit.

Knowledge is a fusion balancing authentic experience and content, which language arts literacy skills are

integrated with other content areas. Our curriculum contains common expectations that are rigorous and student

centered, and teachers, who are most proximal to the children, will use this document as an instrument to ensure

student success.

To ensure that our children are successful and receive the best education, this curriculum document, our staff

will continuously collaborate on this living document. We will develop purposeful and effective formative and

summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will

continuously seek to grow professionally through professional development, which is aligned to statewide

regulations, but specifically geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-

based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our teachers will have

flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is focused on student success and balances developmental theory and psychometric

standards

Democratically developed benchmarks and assessments will be utilized to gauge student and curricular

growth. Assessment will be multidimensional and developed according to student need.

Science - Grade 4

Curriculum Pacing Guide

Physical Science Unit Description Timeline

Unit 1 – Energy

In this unit of study, fourth-grade students develop an understanding

that energy can be transferred from place to place by sound, light,

heat, and electrical currents. Students also obtain and combine

information to describe that energy and fuels are derived from

natural resources and that their uses affect the environment.

3 weeks

Unit 2 – Waves

In this unit of study, students use a model of waves to describe

patterns of waves in terms of amplitude and wavelength and to show

that waves can cause objects to move.

3 weeks

Life Science Unit Description Timeline

Unit 1 – Structure and

Function

In this unit of study, students develop an understanding that plants

and animals have internal and external structures that function to

support survival, growth, behavior, and reproduction.

6 weeks

Earth & Space Unit Description Timeline

Unit 1 – Earth’s Surface

Processes

In this unit of study, students develop understandings of the effects

of weathering and the rate of erosion by water, ice, wind, or

vegetation.

6 weeks

Grade 4 Curriculum Map

Physical Science Unit

Name: Unit 1: Energy Timeline: 3 weeks

Standards

DCI Cross Cutting Engineering Practices

4-PS3-1

4-PS3-2

4-PS3-3

4-PS3-4

Scale, Proportion, and Quantity;

Cause and Effect; Mechanism and

Explanation;

Energy and Matter;

System and System Models

● Asking Questions and Defining

Problems Asking questions and

defining problems in grades 3–5 builds

on grades K–2 experiences and

progresses to specifying qualitative

relationships. Ask questions that can

be investigated and predict reasonable

outcomes based on patterns such as

cause and effect relationships. (4-PS3-

3)

● Planning and Carrying Out

Investigations Planning and carrying

out investigations to answer questions

or test solutions to problems in 3–5

builds on K– 2 experiences and

progresses to include investigations

that control variables and provide

evidence to support explanations or

design solutions. Make observations to

produce data to serve as the basis for

evidence for an explanation of a

phenomenon or test a design solution.

(4-PS3-2)

● Constructing Explanations and

Designing Solutions Constructing

explanations and designing solutions in

3–5 builds on K–2 experiences and

progresses to the use of evidence in

constructing explanations that specify

variables that describe and predict

phenomena and in designing multiple

solutions to design problems. Use

evidence (e.g., measurements,

observations, patterns) to construct an

explanation. (4-PS3-1)

● Apply scientific ideas to solve design

problems. (4- PS3-4)

District Desired Results

Unit Overview In this unit of study, fourth-grade students develop an understanding that energy can be transferred from place to

place by sound, light, heat, and electrical currents. Students also obtain and combine information to describe that

energy and fuels are derived from natural resources and that their uses affect the environment.

Enduring Understanding ● The faster an object is moving, the more energy it

possesses.

● The slower an object is moving the less energy it

possesses.

● Moving objects, sound, light and heat all have energy.

Energy can be moved from place to place by moving

through sound, light or electric currents.

● When objects collide, the energy can be transferred

from one object to another which causes their

Essential Questions ● How can the relationship between speed and energy be

modeled?

● How is energy transferable?

● How can an explanation about what happens to energy

when objects collide be modelled?

motion/direction to change.

● Distance affects the speed of something. Sound is

produced when energy is transferred during a collision

● Electric currents can produce motion, sound, heat or

light

Content ● Types of Energy

● Introduce the idea of distance, motion and time as an

important presence of energy in everyday living

● Recognize the relationship between balanced and

unbalanced forces

● Conversion of energy from one form to another

● Introduce the idea of renewable and nonrenewable

sources of energy

Skills – Standards Aligned and Critical Thinking

● Measure the distance between two objects ● Identify an object’s initial and final positions

● Measure in seconds how long it takes an object to travel

a specified distance

● Explain that the faster an object moves over a specified

distance, the less time it takes

● Explain that energy can be transferred from object to

another

● Develop an argument from evidence that the more

massive an object, the more the energy required to move

it

● Construct an argument, using evidence, to show that

when forces are balanced, energy is stored.

● Construct an argument, using evidence, to show that

when forces are unbalanced, energy is transformed into

motion.

● convert one form of energy (mechanical energy) to

another (electrical energy)

● Model that energy can be stored and transferred over

long distances

● Develop projects related to the production or use of

electrical energy

● Research one of the six types of energy sources

Vocabulary/Key Terms

For unit Energy terms and definitions see Knowing

Science teacher manual pp 105-107.

Modifications: Support and Enrichment

Special Education Students: (These are just suggested ideas to

modify instruction. All modifications and accommodations

should be specific to each individual child’s IEP) reduce/revise

assignments & assessments as per IEP; provide individual &

small group help; notes, and study guides; provide background

knowledge.

English Language Learners: use consistent, simplified

language; provide bilingual partner when appropriate; provide

cooperative learning opportunities; use modeling; use visual

aids & manipulatives.

Students at Risk of Failure: Provide less distracting seating if

possible, frequent check-ins by teacher, study guides, notes, etc.

Gifted Students: provide additional enrichment activity

involving demonstrating knowledge, deeper research to answer

a higher level question, or complimentary assignment.

Teacher Learning Plan

Weekly Learning Plan/Diary Map

● Week 1 1.1 Review of Distance and Motion/ 1.2 Energy and Motion

● Week 2 1.3 Energy and Forces

● Week 3 1.4 Producing Electrical Energy

Assessment Plan Formal

● End of the unit assessment

● quizzes- content and vocabulary

● rubrics

● students science notebooks

● student designed models

● Investigations

Informal

● Teacher Observation

● Exit tickets

● activity sheets from Knowing Science (could be used as formal assessment too)

● graphic organizers

Instructional Resources

Teacher Resources ● Core Program: Knowing Science – Physical Science Unit 1: Energy ● Supplemental Program: Brainpop, NewsELA, Scott Foresman, BetterLesson.org, Mystery Science ● Additional and Alternative Materials and Resources

● https://learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-energy-unit/ ● https://www.teachengineering.org/lessons/view/cub_energy2_lesson01

● https://www.quia.com/ba/47217.html

● http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages6_7/tr_forces_movement_wk.shtml

● http://www.learner.org/workshops/force/workshop2/

● https://www.ngssphenomena.com/

Interdisciplinary Connections 21st Century Life and Careers Technology Standards

Writing: W.4.10; W.4.2.; W.4.4;

W.4.5; W.4.7; W.4.8

Math: 3.MD.4

Reading: RI.4.1; RI.4.2; RI.4.3;

RI.4.4; RI.4.7; SL.4.1; SL.4.4;

SL.4.5

CRP1. Act as a responsible and

contributing citizen and employee.

CRP2. Apply appropriate academic

and technical skills.

CRP3. Attend to personal health

and financial well-being.

CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing

CRP5. Consider the environmental,

social and economic impacts of

decisions.

CRP6. Demonstrate creativity and

innovation.

CRP7. Employ valid and reliable

research strategies.

CRP8. Utilize critical thinking to

8.1 Educational Technology: All

students will use digital tools to

access, manage, evaluate, and

synthesize information in order to

solve problems individually and

collaborate and to create and

communicate knowledge

8.2 All students will develop an

understanding of the nature and

impact of technology, engineering,

technological design, computational

thinking and the designed world as

they relate to the individual, global

society, and the environment.

https://learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-energy-unit/

https://www.teachengineering.org/lessons/view/cub_energy2_lesson01

https://www.quia.com/ba/47217.html

http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages6_7/tr_forces_movement_wk.shtml

http://www.learner.org/workshops/force/workshop2/

https://www.ngssphenomena.com/

make sense of problems and

persevere in solving them.

CRP 9. Model integrity, ethical

leadership and effective

management.

CRP10. Plan education and career

paths aligned to personal goals.

CRP11. Use technology to enhance

productivity.

CRP12. Work productively in teams

while using cultural global

competence.

Physical Science Unit

Name: Unit 2: Waves Timeline: 3 weeks

Standards


● 4-PS4-1 ● 4-PS4-2 ● 4-PS4-3

Patterns;

Cause and Effect;

Mechanism and Explanation;

System and System Models



defining problems in grades 3–5

builds on grades K–2 experiences

and progresses to specifying

qualitative relationships. Ask

questions that can be investigated

and predict reasonable outcomes

based on patterns such as cause

and effect relationships. (4-PS3-3)


Investigations Planning and

carrying out investigations to

answer questions or test solutions

to problems in 3–5 builds on K– 2

experiences and progresses to

include investigations that control

variables and provide evidence to

support explanations or design

solutions. Make observations to

produce data to serve as the basis

for evidence for an explanation of

a phenomenon or test a design

solution. (4-PS3-2)



explanations and designing

solutions in 3–5 builds on K–2

experiences and progresses to the

use of evidence in constructing

explanations that specify variables

that describe and predict

phenomena and in designing

multiple solutions to design

problems. Use evidence (e.g.,

measurements, observations,

patterns) to construct an


● Apply scientific ideas to solve

design problems. (4- PS3-4)


Unit Overview In this unit of study, students use a model of waves to describe patterns of waves in terms of amplitude and

wavelength and to show that waves can cause objects to move.

Enduring Understanding ● Energy can be transmitted from a source of waves. ● Waves carry energy from one place to another. ● The electromagnetic spectrum in increasing

frequencies includes microwaves, infrared light,

visible light, ultraviolet light, X rays and Gamma

rays. ● Waves have different properties and relationships. ● The absorption and reflection of light waves by

various materials result in the human perception of

color.

Essential Questions ● How are wavelength, frequency and wave speed

related? ● How do technology and waves interact? ● How do waves look like in the air, water, etc? ● How would you describe relationship between vision

and light?

Content ● Waves and waves properties

● Light is the principle reason we know about our

world and everything in it

● Explore the role of waves in the transfer of

information


● Model waves graphically

● Explain that waves are caused by repetitive motion

● Construct a wave generator

● Explain that light travels in a straight line

● Explain that light reflects off objects

● Construct a model of the human eye

● Observe the role of waves in transmitting

information


For Unit 2 Waves terms and definitions see Knowing

Science teacher manual pp 105-107.







knowledge.











Weekly Learning Plan/Diary Map

● Week 1 - 2.1 Amplitude and Wavelength

● Week 2 - 2.2 How We See

● Week 3 - 2.3 Using Waves to Transfer Information




● rubrics



● Investigations

Informal


● Exit tickets




Teacher Resources ● Core Program: Knowing Science – Physical Science Unit2: Waves ● Supplemental Program: Mystery Science, Brainpop, Betterlesson.org,

● Additional and Alternative Materials and Resources: ● https://learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-waves-unit/ ● http://ngss.nsta.org/DisplayStandard.aspx?view=topic&id=16 ● http://missbupp2016-2017.weebly.com/waves-unit.html ● https://www.fcusd.org/site/handlers/filedownload.ashx?moduleinstanceid=33731&dataid=60718&FileName=4th

%20Grade%20STEM%20Unit.pdf ● https://www.ngssphenomena.com/



RI.4.4 RI.4.7; RI.4.10; SL.4.1;

SL.4.2; SL.4.4























https://learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-waves-unit/

http://ngss.nsta.org/DisplayStandard.aspx?view=topic&id=16

http://missbupp2016-2017.weebly.com/waves-unit.html

https://www.fcusd.org/site/handlers/filedownload.ashx?moduleinstanceid=33731&dataid=60718&FileName=4th%20Grade%20STEM%20Unit.pdf

https://www.fcusd.org/site/handlers/filedownload.ashx?moduleinstanceid=33731&dataid=60718&FileName=4th%20Grade%20STEM%20Unit.pdf


decisions.


innovation.








management.




productivity.



competence.




Life Science Unit

Name: Unit 1: Structure and Function Timeline: 6 weeks

Standards


4-LS1-1

4-LS1-2

Patterns;

Systems and System Models;

Structure and Function;

Cause and Effect;

Scale, Proportion and Quantity;

Stability and Change

3-5-ETS1-1 Define a simple design

problem reflecting a need or want that

includes specified criteria for success

and constraints on materials, time, or

cost.

3-5-ETS1-2 Generate and compare

multiple possible solutions to a

problem based on how well each is

likely to meet the criteria and

constraints of the problem.

3-5-ETS1-3 Plan and carry out fair

tests in which variables are controlled

and failure points are considered to

identify aspects of a model or

prototype that can be improved.


Unit Overview

In this unit of study, students develop an understanding that plants and animals have internal and external

structures that function to support survival, growth, behavior, and reproduction.

Enduring Understanding ● Plants and animals both have internal and external

structures.

● The structures of plants and animals help them

grow survive and reproduce.

● Sense receptors give different information to

animals.

● Information travels through the brain on different

paths.

● Animals use perceptions and memories to guide

actions.

Essential Questions

● How are the growth, behavior and reproduction

important to plant and animal life?

● How do animals process the world around them? ● How is survival for animals and plants

similar/different?

Content ● Animals have basic needs

● Animals are grouped into vertebrate/invertebrates

● All animals have external structures that help them

survive

● Animals sense their surrounding in different ways

using their physical structures

● Plants have internal and external structures for

survival, growth, and reproduction

● Plants and animals are suited to living in a habitat

that meets their basic needs of survival

● Seasonal changes cause a response in plants and

animals through adaptations


● Explain how animals physical structures and body

coverings may be used to classify them ● Identify and compare observable characteristics of each

major vertebrate group

● Identify, describe and associate the physical structures

and behaviors of crayfish with their basic needs

● Design and construct a prosthetic device to replace a

lost crayfish physical structure

● Associate the physical structure of plants with basic

needs of plants

● Observe and compare characteristics of plant structures

of variety of plants

● Describe how adaptations of animals allow them to

respond to seasonal changes


● Refer to Knowing Science teacher’s manual pages

171-175







knowledge.











Weekly Learning Plan/Diary Map*

● Week 1 1.1 Animal Classifications

● Week 2 1.2 Physical Structures, Survival, and Crayfish

● Week 3 1.3 Plant Structures and Survival

● Week 4 1.4 Plant and Animal Seasonal Responses

* Pacing is based upon background knowledge and ability of individual classes




● rubrics



● Investigations

Informal


● Exit tickets




Teacher Resources ● Core Program: Knowing Science – Life Science Unit 1: Structure and Function

● Supplemental Program: Brainpop, NewsELA, Scott Foresman, BetterLesson.org, Mystery Science

● Additional and Alternative Materials and Resources:

● http://learningintwolanguages.com/4ls1a-structure-function-and/

● http://ngss-k-5-ausd.weebly.com/4structure-function-and-information-processing.html

● https://nj.pbslearningmedia.org/resource/1050daca-32b7-4b5b-b4df-9d0825e0ffd6/life-science-for-grade-

4-with-wild-kratts/#.WXDF0hUrLIU

● https://www.ngssphenomena.com

http://learningintwolanguages.com/4ls1a-structure-function-and/

http://ngss-k-5-ausd.weebly.com/4structure-function-and-information-processing.html

https://nj.pbslearningmedia.org/resource/1050daca-32b7-4b5b-b4df-9d0825e0ffd6/life-science-for-grade-4-with-wild-kratts/#.WXDF0hUrLIU





RI.4.5; RI.4.7; RI.4.8

Writing: W.4.8R












decisions.


innovation.








management.




productivity.



competence.















Earth and Space Science Unit

Name: Unit 1: Earth’s Surface

Processes Timeline: 6 weeks

Standards


4-ESS1-1

4-ESS2-1

4-ESS2-2

Patterns;

Scale,proportions and quantity;

Systems and system models;

Cause and effect



defining problems in grades 3–5

builds on grades K–2 experiences

and progresses to specifying

qualitative relationships. Ask

questions that can be investigated

and predict reasonable outcomes

based on patterns such as cause

and effect relationships. (4-PS3-3)


Investigations Planning and

carrying out investigations to

answer questions or test solutions

to problems in 3–5 builds on K– 2

experiences and progresses to

include investigations that control

variables and provide evidence to

support explanations or design

solutions. Make observations to

produce data to serve as the basis

for evidence for an explanation of

a phenomenon or test a design

solution. (4-PS3-2)



explanations and designing

solutions in 3–5 builds on K–2

experiences and progresses to the

use of evidence in constructing

explanations that specify variables

that describe and predict

phenomena and in designing

multiple solutions to design

problems. Use evidence (e.g.,

measurements, observations,

patterns) to construct an


● Apply scientific ideas to solve

design problems. (4- PS3-4)


Unit Overview In this unit of study, students develop understandings of the effects of weathering and the rate of erosion by water,

ice, wind, or vegetation.

Enduring Understanding ● Earthquakes, other natural disasters, and tectonics are

responsible for the patterns and changes of Earth‘s

rock formations.

● The locations of fossils show the order in which rock

layers were formed. ● Climate and weather shape the land and determine

which living things are found in a region. ● The locations of mountain ranges, deep ocean

trenches, ocean floor structures, earthquakes, and

volcanoes occur in patterns. ● Living things affect the physical features of a region. ● Plate tectonics cause volcanoes and earthquakes.

Essential Questions ● How and why do the Earth‘s features constantly

change? ● How does the Earth‘s constant change affect our

future?

Content ● Earth’s internal structure

● Scientist use structure, sequence and properties of

rock layers, sediment and fossils to reconstruct events

in Earth’s history

● Plate tectonics

● The Earth is a complex system of interacting

subsystems

● Earth’s processes are a result of energy flow and

matter cycles

● The constant transfer of matter and energy causes

physical and chemical changes

● Processes of weathering and erosion help to shape the

land by means of water, ice, wind, living organisms

and gravity


● Create models of Earth’s internal structure ● Provide evidence about the nature of the environment

at any time in history

● Create a model to better understand plate tectonics

and fossil records

● Identify and describe soil layers

● Observe properties of soil samples

● Compare the processes of weathering and erosion

including the impact on humans

● Create a model to represent the various types of

weathering and erosion


● Refer to knowing Science teacher manual pages 141-

146

Modifications: Support and Enrichment Special Education Students: (These are just suggested ideas to





knowledge.











Weekly Learning Plan/Diary Map*

● Week 1 1.1 Beneath Our Feet

● Week 2 1.2 Fossils Tell a Story

● Week 3 1.3 What is Soil?

● Week 4 Weathering and Erosion

*Pacing is based upon student background knowledge and individual classroom abilities.

Assessment Plan

Formal



● rubrics



● Investigations

Informal


● Exit tickets




Teacher Resources ● Core Program: Knowing Science – Earth and Space Science Unit 1: Earth’s Surface Processes ● Supplemental Program: Mystery Science, Better Lessons.org,Scott Foresman,Brainpop ● Additional resources:

● http://learningintwolanguages.com/4ls1a-structure-function-and/

● http://ngss-k-5-ausd.weebly.com/4structure-function-and-information-processing.html

● https://nj.pbslearningmedia.org/resource/1050daca-32b7-4b5b-b4df-9d0825e0ffd6/life-science-for-grade-4-

with-wild-kratts/#.WXDF0hUrLIU

● https://www.ngssphenomena.com


Reading:

RI.4.1; RI.4.2; RI.4.3; RI4.4;

RI4.5; RI.4.7; RI.4.9

Speaking and Listening:

SL.4.1;SL.4.2;SL.4.4

Writing:W.4.9












decisions.


innovation.








management.


















http://learningintwolanguages.com/4ls1a-structure-function-and/

http://ngss-k-5-ausd.weebly.com/4structure-function-and-information-processing.html




productivity.



competence.

Documents

Grade: 4 · Science - Grade 4 Curriculum Pacing Guide Physical Science Unit Description Timeline Unit 1 – Energy In this unit of study, fourth-grade students develop an understanding