Roselle Schools - Washington Elementary School

INTEGRATED SCIENCE CURRICULUM GUIDE GRADE 4
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
UNIT I – LIFE SCIENCE The student will be able to: ¨ Observe & classify plants.	5.2 5.7	Take a plant walk, classify plants according to a variety of criteria (field trip to "Chandler NOW").	Lesson Review, T.G. p. 34	Text: Science Horizons, Silver Burdett & Ginn, 1991 T.G. p. 27a, 31a Appendix p. 1
¨ Identify plant parts. Þ Roots. Þ Stems. Þ Leaves.	5.2 5.6	1. "How Do Roots Absorb Water?" worksheet. 2. "Can Leaves be Smothered?" activity sheet.	Teacher observation of students’ experiments & written conclusion Special Education: - Computer.	1. T.G. p. 27a 2. Appendix pp. 2-3
¨ Recognize plant processes. Þ Food making. Þ Pollination.	5.2 5.5 5.7	1. Experiment to see if light is necessary for continued growth of plants (see activity sheet in Appendix). 2. Activity sheet requires students to identify the parts of a flower & to touch the pollen.	1. Written reports of experiment to be evaluated by class discussion. Special Education: - Computer.	1. Appendix p. 4 T.G. p. 49b 2. Appendix p. 5
¨ Classify animals into the various groups.	5.2 5.5 5.7	Divide the class into groups (earthworms, spiders, frogs, goldfish, robins, snakes & bears). Have each group move into one of the two classifications, vertebrates or invertebrates. Discuss the reasons why they chose the group they did. Special Education: - Use manipulatives, co-op learning, peer tutor, enlarge worksheets, highlight notes or outline.	2. Class discussion Teacher observation Teacher observation	T.G. p. 69
UNIT I – LIFE SCIENCE The student will be able to: ¨ Describe the characteristics of animals (vertebrates). Þ Fish. Þ Amphibians. Þ Reptiles Þ Birds. Þ Mammals.	5.7	Play "What Am I?" Students draw a picture of a hypothetical animal having the characteristics of one of the groups. The rest of the class tries to guess which animal group the picture represents. Students explain their choice. Special Education: - Use manipulatives, co-op learning, peer tutor, enlarge worksheets, highlight notes or outline.	Publishers test Chapter 2 Special Education: - Open book/notes, limit test, verbal response.	Text: Science Horizons, Silver Burdett & Ginn, 1991 T.G. pp. 70-95 Appendix pp. 37-39 Key pp. 40-42
¨ Observe animal adaptations. Þ Growth & development. Þ Behavior. Þ Protective coloring.	5.7	Construct a classroom terrarium & observe how the inhabitants grow, behave, etc. Special Education: - Guided questions.	Chapter review p. 120 &/or Chapter 3 test	Appendix pp. 6-6b
¨ Identify living ecosystems. Þ Ecosystems – living world (plants, animals, fungi & microbes). Þ Non-living – (soil, water, air). Þ Changes & relationships in ecosystems.	5.12	1. Chapter 4 contains a variety of activities pertaining to this topic. They can be done individually or cumulatively through the construction of a terrarium. 2. Project: design a biotic community. Special Education: - Co-op learning, peer tutor, outline chapter.	Science terms quiz, text p. 146 (1-13) Text p. 147 – Applying Science Ideas (1-5) Special Education: - Open book/notes.	Text pp. 121a-141 Appendix pp. 6-6b Appendix p. 7
UNIT II – PHYSICAL SCIENCE The student will be able to: ¨ Identify matter. Þ Physical properties of matter (volume, mass & density). Þ Observe the states of matter (liquid, solid & gas). Þ Observe changes in matter.	5.5 5.8	1. The textbook contains some excellent demonstrations of how matter is measured as to mass, volume & density. 2. Make a chart showing the three states of matter. Cut out pictures from magazines representing the three states of matter. 3. Change a solid to a liquid and to a gas. Change a liquid to a solid and to a gas (condensation). Special Education: - Copy chart, peer tutor , co-op learning, highlight notes, outline chapter.	1. Teacher observation of demonstration 2. Thought questions – see Appendix p. 8 3. Text p. 186 – Science Terms (1-10) & class discussion Special Education: - Flash cards, vocabulary notebook.	Text: Science Horizons, Silver Burdett & Ginn, 1991 1. Text pp. 171, 173a 2. Appendix, p. 8 3. Appendix, pp. 9-9b
¨ Identify force & work.	5.2	Have students bring in pictures of force & work being done. Prepare a bulletin board.	Text lesson review, p. 195	T.G., p. 195
¨ Observe work & machines. Þ Pulley. Þ Lever. Þ Wheel & axle.	5.4	Have students look for simple machines such as flagpoles, clotheslines & ramps. Students then compile a list of simple machines they have seen in one day. Special Education: - Co-op learning, tape record.	Teacher observation	T.G., p. 199
UNIT II – PHYSICAL SCIENCE The student will be able to: Ø Identify the various types of energy. Þ Kinetic energy. Þ Potential energy. Þ Magnetic energy. Þ Electrical energy (static & current).	5.9	1. Assemble a variety of objects that can be used to demonstrate potential energy (the energy that is stored), changing to kinetic energy (the energy of a moving object). Demonstrate the change from one form of energy to another. 2. Collect many small objects. Place the objects on the table. Touch the magnet against each object & observe the results. 3. Inflate two balloons & tie them together. Space them so they can swing & touch each other freely. Rub balloons with wool. Have a child raise his/her hand directly over the balloons. The balloons will follow the child’s arms. Special Education: - Peer tutor, co-op learning, tape record.	2. Teacher evaluation of class discussion 3. Thought questions, Appendix p. 10	Text: Science Horizons, Silver Burdett & Ginn, 1991 1. T.G., pp. 202-220 2. Science Activities For Elementary Children 3. Appendix, p. 10
Ø Identify heat & matter.	5.2	Demonstrate what happens when the air is heated & when the air is cooled.	Teacher observation	Appendix, pp. 11-11a
UNIT II – PHYSICAL SCIENCE The student will be able to: Ø Observe heat & movement. Þ Conduction. Þ Convection. Þ Radiation.	5.5 5.9	1. Experiment to determine if some substances conduct heat faster than others. 2. Experiment to show how liquids are heated by convection. 3. Illustrate principle through the use of a black cup filled with water placed in the sun. Use a thermometer to record the change in temperature.	1. Thought questions, p. 12 2. Teacher observation 3. T.G., p. 23 Check for understanding	Text: Science Horizons, Silver Burdett & Ginn, 1991 1. Appendix, p. 12 2. Appendix, p. 12a 3. Appendix, p. 12b
UNIT III – EARTH SCIENCE Ø Understand the interrelated movements of the earth, sun & moon.	5.2 5.5	Prepare a bulletin board or wall mural depicting the solar system. (A 3-D effect can be achieved by using tissue paper & glue)	Teacher observation	Text, pp. 261-262
Ø Recognize seasonal variations.	5.11	Demonstrate why summers are hot & winters are cold.	Teacher observation	Appendix, p. 13
Ø Know the significance of the Polish astronomer, Copernicus.	5.3
UNIT IIII – EARTH SCIENCE The student will be able to: Ø Identify the types of water on earth. Þ Oceans. Þ Ocean currents. Þ Tides.	5.10	1. Oceans – assign labeling of the earth’s oceans on a blank map. 2. Make a warm current (see Appendix p. 16). 3. Page 279 of text has an activity, which combines several skills.	1. Teacher observation 2. Class discussion of experiment 3. Teacher observation	Text: Science Horizons, Silver Burdett & Ginn, 1991 1. Blank map of the world 2. Appendix, p. 16 3. Text, p. 279 Appendix, p. 26
Ø Understand the components of the atmosphere. Þ Heating the atmosphere. Þ Demonstrate the principle of air pressure. Þ Demonstrate wind as a force.	5.10	1. "Hot Pocket Meltdown" 2. Air pressure experiment – fill a glass with water, make sure the water comes to the very top. As you fill the glass, observe that the air is pushed out of the glass. Cover the top of the glass with a piece of cardboard & quickly turn the glass upside down. Slowly remove your hand from the cardboard. Why doesn’t the cardboard fall? (Air is pushing up with more pressure than water is pushing down). 3. Construct a small paper windmill (see Appendix, p. 18). Special Education: - Co-op learning, peer tutor, guided questions, report format.	1. Teacher observation 2. Class discussion of experiment 3. Teacher observation	1. Appendix, p. 17 2. Elem. Science 4, Ginn & Co., p. 178 3. Appendix, p 18
UNIT IV – THE HUMAN BODY The student will be able to: Ø Identify the terms cell, tissue, organ & system.	5.5	Health For Life, pp. 40-45, has excellent material on this topic including a variety of activities.	Health For Life, p. 45, "Think Back"	Text: Science Horizons, Silver Burdett & Ginn, 1991 Health For Life, pp. 40-45
Ø Identify the steps in the digestive process.	5.6	1. Using the models in the text, have students make a drawing of the human digestive system. Have them locate & label the mouth, esophagus, stomach, small intestine & large intestine. The have them describe the function of each part. 2. Activity sheet – "Removing Minerals From Bones."	1. Health For Life, Teacher’s Resource Book, Chapter 2, Test A pp. 11-15 2. Chapter 12 – Checkup & Test Appendix pp. 27-31 (Key, pp. 32-36)	1. Text, pp. 397-399 2. Appendix, p. 19
Ø Take his/her own pulse rate.	5.5	"Finding Your Pulse Rate" & "Your Heart, Your Pump" activity sheets.	"The Bellows" worksheet Appendix, p. 44	Appendix, pp. 20, 42-43
Ø Be familiar with the breathing process.	5.6	"Finding Your Rate of Breathing" activity sheet. Special Education: - Co-op learning, peer tutor, copy of diagrams, format of worksheet, highlight notes.	Teacher observation	Appendix, p. 21

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