ALL UNIT LESSONS CAN BE FOUND IN STEMSCOPES AT edgewoodisd.stemcopes.com

ALL CONTENT UNITS ARE 7.5 DAYS LONG SO THAT TEACHERS CAN FULLY UTILIZE THE CURRICULUM

PROCESS SKILLS

Incorporate PROCESS SKILLS

throughout the nine weeks

FOURTH GRADE 1^st NINE WEEKS

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

(B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:

(A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;

(B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps;

(C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;

(D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured;

(E) perform repeated investigations to increase the reliability of results; and

(F) communicate valid, oral, and written results supported by data.

(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen;

(C) represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size; and

(D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and

(B) use safety equipment as appropriate, including safety goggles and gloves.

WEEK 1 & 2

Scientific Investigation and Reasoning

(1) The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

4.1A demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

(4) The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:

4.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums;

4.4B use safety equipment as appropriate, including safety goggles and gloves.

REPORTING CATEGORY 1

MATTER AND ENERGY

WEEK 3 & 4

(4.5) The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

4.5A measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float;

WEEK 4 & 5

(4.5) The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

4.5B predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water;

WEEK 6 & 7

(4.5) The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

4.5C compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water.

REPORTING CATEGORY 2

FORCE, MOTION, AND ENERGY

WEEK 7 & 8

(6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

4.6A differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal;

WEEK 9

Sequence Adjustment / Review / Reteach

Benchmark

Data Analysis of Benchmark

Interventions