4th Grade Science IFC Linked-Final-5-17-12

Version 4 5/17/2012 Science 4th Grade - Instructional Focus Calendar - Quarter 1 - Week #1
Essential Questions
Benchmarks
NGSSSS BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world. BIG IDEA 3: The Role of Theories, Laws, Hypotheses, and Models SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
Core Text and Resources

Florida Science Fusion: Textbook: Unit 1, Lesson 1 TE: pages 1-5 SE: pages 1-5 Inquiry Flipchart: None Digital Lesson: What Do Scientists Do? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 001 Draw a Scientist 04 Sci LP 002 Setting Up a Scientists Notebook 04 Sci LP 003 What Do Scientists Do? Science Alive!: SCI-16 Strand H: The Nature of Science Part I SCI-17 Strand H: The Nature of Science Part II SCI-18 Strand H: The Nature of Science Part III (Part III can be viewed next week.)
Strategies
Hands-On Learning Inquiry Scientific Processes Journal Writing Utilize the 5E Model of Instruction Engagement Exploration Explanation Elaboration Evaluation
Assessments
Florida Science Fusion: Grade Level Benchmark Assessment A, Assessment Guide pages AG 103 - AG 116 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Tell students they are fourth grade scientists. Have each student write a letter to his/her future self describing the science he/she hopes to learn as a fourth grader. Performance Assessment: Have students describe the role of a scientist by creating a classified help wanted advertisement for a scientists job of their choosing. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
What do scientists do? How do scientists organize and communicate their observations?
Question Stems
What am I investigating? What is the question? What is the independent variable? What is the dependent variable? What are the controlled variables? What do you predict will happen? Form a hypothesis: Based on what I know, I predict that if _______________________, then the ________________will/will not affect (select one) _____________. Example: If a sphere is a geometric shape with the greatest volume that provides the least amount of surface tension, then the shape of the wand will not determine the shape of the bubble. Example: Based on what I know, the shape of the wand will/will not (choose one) affect the shape of the bubble. What do I know? What do I need to know? How will I find out? What steps do I take solve the problem? What tools should I use? What do I observe? What is the best way to record the data? How do I collect data? How do I analyze the data? (data analysis) What does the data show? (What does the data tell me?) Does the data support the hypothesis? Why did this occur? What did I learn?
Supplemental Resources
ScienceSaurus: Green p. 1-19 ScienceSaurus: Blue p. 2-27
Essential Questions
Benchmarks
NGSSSS BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 1, Lesson 1 TE: pages 6-9 SE: pages 6-9 Inquiry Flipcharts: Spin-a-Copter, page 2 Design Your Own, page 2 Digital Lesson: What Do Scientists Do? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 004 Making Observations and Asking Questions 04 Sci LP 005 Observations: Spin-a-Copter Part 1 04 Sci LP 006 Experiments 04 Sci LP 007 Variables Flip Book Science Alive!: SCI-16 Strand H: The Nature of Science Part I SCI-17 Strand H: The Nature of Science Part II SCI-18 Strand H: The Nature of Science Part III
Strategies
Assessments
Florida Science Fusion: None Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students write three questions he/she hopes to answer with scientific investigations this school year. Performance Assessment: Have students identify the variables and plan an experiment to answer the question, What ice cream flavor melts the fastest?
How do scientists make observations and ask questions? How do scientists develop questions to investigate? How do scientists design experiments to be fair tests? What are the types of variables in scientific investigations?
Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
Question Stems
Essential Questions
Benchmarks

Florida Science Fusion: Textbook: Unit 1, Lesson 1 TE: pages 1D, 3A, 10-11 SE: pages 10-11 Inquiry Flipcharts: Spin-a-Copter, page 2 Design Your Own, page 2 Digital Lesson: What Do Scientists Do? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 008 The Scientific Method 04 Sci LP 009 Spin-a-Copter Part II: Guided Inquiry 04 Sci LP 010 Other Kinds of Investigations 04 Sci LP 011 Classification in the Classroom Science Alive!: SCI-16 Strand H: The Nature of Science Part I SCI-17 Strand H: The Nature of Science Part II SCI-18 Strand H: The Nature of Science Part III
Strategies
Assessments
Florida Science Fusion: None Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students explain three different types of investigations scientists would use and what questions they would be answering. Performance Assessment: Have students create a classification key that would help an alien identify a pencil as a pencil and a pen as a pen.
What are the steps of a scientific method? How do scientists use a scientific method to answer a testable question? What are some kinds of scientific investigations? What are some ways scientists use classification?
Question Stems
Essential Questions
Benchmarks

Florida Science Fusion: Textbook: Unit 1, Lesson 1 and Unit 1, Lesson 2 TE: pages 12-28 SE: pages 12-28 Inquiry Flipcharts: Safety in Science, page1 Pendulum Swing, page 3 Digital Lessons: What Do Scientists Do? What Skills Do Scientists Use? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 012 Results as Evidence: Drawing Conclusions 04 Sci LP 013 Pendulum Swing 04 Sci LP 014 What Skills Do Scientists Use? 04 Sci LP 015 Process Skills Fortune Teller 04 Sci LP 016 Doing Science Safely Science Alive!: SCI-16 Strand H: The Nature of Science Part I SCI-17 Strand H: The Nature of Science Part II SCI-18 Strand H: The Nature of Science Part III
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 16-17 Assessment Guide page AG 1 Brain Check, SE pages 25-26 Assessment Guide page AG 2 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students describe three important safety rules and explain why they are important. Performance Assessment: Tell students to think about the work of different kind of scientists (ex. chemist, biologist, zoologist, physicist, astronomer, etc). Have them choose one and describe at least three different skills used by that kind of scientist. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 1: SC.4.N.1.1 SC.4.N.1.4 SC.4.N.1.7 BIG IDEA 2: SC.4.N.2.1
How do scientists use a scientific method to investigate and answer a testable question? What skills do scientists use? How do scientists do science safely?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments.

Florida Science Fusion: Textbook: Unit 1, Lesson 3 TE: pages 29A-35 SE: pages 29-35 Inquiry Flipchart: Whos Wet? Whos Dry?, page 4 Digital Lesson: How Do Scientists Collect and Use Data? Broward County Hands-On Science Kit: Science Tool Copymasters BEEP: 04 Sci LP 017 Science Tool Round Robin Part I 04 Sci LP 018 Science Tool Round Robin Part II 04 Sci LP 019 How Do Scientists Collect Data? Science Alive!: SCI-16 Strand H: The Nature of Science Part I SCI-17 Strand H: The Nature of Science Part II SCI-18 Strand H: The Nature of Science Part III
Strategies
Assessments
Florida Science Fusion: None Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students explain two different tools for measuring liquids and explain when each should be used. Performance Assessment: Provide students with a thermometer and instruct them to measure the temperature in various parts of the room (for ex. by window, near air conditioning vent, doorway, closet). Remind students to record and share their data.
How do scientists collect and use data?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.5 Compare the methods of investigations done by other classmates. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world. BIG IDEA 3:The Role of Theories, Laws, Hypotheses, and Models SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

Florida Science Fusion: Textbook: Unit 1, Lesson 3, Lesson 4, and Lesson 5 TE: pages 36-42, 43A-44A, 45A-49 SE: pages 36-49 Inquiry Flipchart: Bridge Building, page 6A Digital Lessons: How Do Scientists Collect and Use Data? Why Do Scientists Compare Results? What Kinds of Models Do Scientists Use? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 020 Recording, Displaying and Using Data 04 Sci LP 021 Why Do Scientists Compare Results? 04 Sci LP 022 Bridge Building: A Model 04 Sci LP 023 What Kinds of Models Do Scientists Use? Science Alive!: None
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 41-42 Assessment Guide page AG 3 Assessment Guide page AG 4 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students explain how a toy car is an example of a model and when a model car would be useful to a scientist. Performance Assessment: Have students measure the perimeter of the top of a table in centimeters using different measuring tools (ex. tape measure or metric ruler). Have each student compare his/her data with another student and discuss any differences. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 1: SC.4.N.1.5 SC.4.N.1.6 SC.4.N.1.8
How do scientists collect and use data? Why do scientists compare results? How do scientists and engineers use models? What kinds of models do scientists use?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 3:The Role of Theories, Laws, Hypotheses, and Models SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

Florida Science Fusion: Textbook: Unit 1, Lesson 5 and Lesson 6 TE: pages 50-60 SE: pages 50-60 Inquiry Flipcharts: Stress Test, page 6, How Can You Model a School?, page 7 Digital Lessons: What Kinds of Models Do Scientists Use? How Can You Make a Model? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 024 Weather Models Save Lives 04 Sci LP 025 How Can You Model a School? 04 Sci LP 026 Bridge Building: Stress Test Science Alive!: None
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 53-54 Assessment Guide page AG 5 Assessment Guide page AG 6 Unit Benchmark Test, Assessment Guide pages AG 7 - AG 10 Unit Performance Task, Assessment Guide pages AG 11 - AG 12 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Tell students they have developed a new window material and need to make sure it is strong enough to withstand hurricane-force winds. Have them explain how they would test window strength. Performance Assessment: Take students for a walk around the school. Have them identify structures that support the building so that the building stands up. Have them diagram the schools support system. Unit Performance Task, Assessment Guide pages AG 11 - AG 12 Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 1: SC.4.N.1.3 BIG IDEA 3: SC.4.N.3.1
How can models save lives? How can you model a school? How do scientists and engineers revise and test models?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 8: Properties of Matter SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments.

Florida Science Fusion: Textbook: Unit 4, Lesson 1 TE: pages 169A-186 SE: pages 169-186 Inquiry Flipcharts: Measuring Liquids, page 17 Measuring Volume, page 17 Digital Lessons: What Are Physical Properties of Matter? How Are Physical Properties Measured? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 027 Physical Properties of Matter: Using Senses 04 Sci LP 028 Describing Matter: SCUMPS 04 Sci LP 029 Measuring Volume Two Ways 04 Sci LP 030 Density 04 Sci LP 031 Lets Sort Things Out Science Alive!: SCI-21 Strand A: The Nature of Matter SCI-31 Strand A: Which Liquid is Most Dense? Soaring into FCAT Science: SIF-1 Soaring into FCAT Science: The Nature of Matter
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 183-186 Assessment Guide page AG 34 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Tell students to pretend they are missing a favorite toy. Have them write a paragraph giving a detailed description of the missing toy and make a Lost Toy poster asking for help in finding it. Remind them to include as many physical properties as possible. Performance Assessment: Have students observe an object in the classroom and record as many observations as they can. Assemble a list of observations and classify them into categories, e.g. textures, materials, etc. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
What physical properties can you use to describe matter? How can we measure volume? How can we use the property of density to compare objects? How can we use physical properties to sort and classify objects?
Question Stems
ScienceSaurus: Green p. 53-72, p. 250-252 ScienceSaurus: Blue p. 38-50, p. 242-247
Essential Questions
Benchmarks
NGSSSS BIG IDEA 8: Properties of Matter SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 4, Lesson 1, Lesson 2 and Lesson 3 TE: pages 171-192A SE: pages 171-192 Inquiry Flipcharts: How Are Physical Properties Observed?, page 18 What Is Conservation of Mass?, page 19 Digital Lessons: What Are Physical Properties of Matter? How Are Physical Properties Measured? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 032 Properties of Candy 04 Sci LP 033 How are Physical Properties Observed? 04 Sci LP 034 What is Conservation of Mass? 04 Sci LP 035 Mass Conservation in Water Freezing Science Alive!: SCI-21 Strand A: The Nature of Matter
Strategies
Assessments
Florida Science Fusion: Assessment Guide page AG 35 Assessment Guide page AG 36 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students explain the Law of Conservation of Mass and support their explanation with an example.
How can we use physical properties to sort and classify objects? How are physical properties, such as mass, observed? What is conservation of mass?
Performance Assessment: Have students use a ruler, a balance and a graduated cylinder to describe some physical properties of a small object you give them.* * Teacher Note: Give students an object small enough to fit into a graduated cylinder so they are able to measure the volume by water displacement. Students should use ALL the tools given to describe the properties. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 8: SC.4.P.8.3
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 8: Properties of Matter S C.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. SC.4.P.8.2 Identify properties and common uses of water in each of its states. SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 4, Lesson 4 and Lesson 5 TE: pages 193A-207 SE: pages 193-207 Inquiry Flipcharts: Melt, Boil, Evaporate, page 20 Lift Ice with a Toothpick, page 20 Digital Lessons: What Are the States of Water? What Are Magnets? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 036 What Are the States of Water? 04 Sci LP 037 Water Changes Form 04 Sci LP 038 What Are Magnets? Science Alive!: SCI-21 Strand A: The Nature of Matter
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 201-202 Assessment Guide page AG 37 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students draw and label a diagram of water changing state. Direct them to label all the places where heat energy is gained or lost to cause the change. Performance Assessment: Have students design and draw a comic strip showing water changing state from a solid to a liquid to a gas. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 8: SC.4.P.8.2
What are the states of water? How does water change state? What are magnets?
Question Stems
ScienceSaurus: Green p. 250-254, 320-321 ScienceSaurus: Blue p. 242-248, 304-307
Essential Questions
Benchmarks
NGSSSS BIG IDEA 8: Properties of Matter S C.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 3: SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

Florida Science Fusion: Textbook: Unit 4, Lesson 5 and Lesson 6 TE: pages 208-222 SE: pages 208-222 Inquiry Flipcharts: Electromagnets Among Us, page 21 Needle Dance, page 21 How Do Magnets Attract Objects?, page 22 Digital Lessons: What Are Magnets? How Do Magnets Attract Objects? Broward County Hands-On Science Kit: Activity 38 Building an Electromagnet BEEP: 04 Sci LP 039 Building an Electromagnet 04 Sci LP 040 What Are Electromagnets? 04 Sci LP 041 Making a Compass 04 Sci LP 042 How Do Magnets Attract Objects? Science Alive!: None
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 213-216 Assessment Guide page AG 38 Assessment Guide page AG 39 Unit 4 Benchmark Review, SE pages 219-222 Unit Benchmark Test, Assessment Guide pages AG 40 - AG 43 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 38, p. 415 BEEP: Lesson Assessments Journal: Have students diagram and explain an example of how a magnet can be useful as a tool to help perform a task. Performance Assessment: Have students demonstrate one way of increasing the magnetic strength of a simple electromagnet. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 8: SC.4.P.8.1 SC.4.P.8.4
What are magnets? What is an electromagnet? How do you make a compass? How do magnets attract objects?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 9: Changes in Matter S C.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 5, Lesson 1 TE: pages 225A-240A SE: pages 225-240 Inquiry Flipcharts: Kitchen Chemistry, page 23 Calcium Capers, page 23 Digital Lesson: What Are Physical and Chemical Changes? Broward County Hands-On Science Kit: Activity 2 Weathering Session II BEEP: 04 Sci LP 043 What Are Physical Changes? 04 Sci LP 044 Calcium Capers 04 Sci LP 045 What Are Chemical Changes? 04 Sci LP 046 Matter Changes at Home Science Alive!: SCI-21 Strand A: The Nature of Matter
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 237-240 Assessment Guide page AG 46 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 2, p. 32 BEEP: Lesson Assessments Journal: Have students write down the physical changes and chemical changes that occurred in the preparation of their lunches. Performance Assessment: Have students identify physical changes and chemical changes visible during a walk around campus. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
What are physical changes? What are chemical changes?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 9: Changes in Matter S C.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. BIG IDEA 10: Forms of Energy SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 5, Lesson 2 Unit 6, Lesson 1 TE: pages 241A-253 SE: pages 241 - 253 Inquiry Flipcharts: How Can You Tell When a New Substances Forms?, page 24 Energy Sources, page 25 Digital Lessons: How Can You Tell When a New Substance Forms? What Are Some Forms of Energy? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 047 How Can You Tell When a New Substance Forms? 04 Sci LP 048 Meet the Chemists 04 Sci LP 049 What Is Energy? 04 Sci LP 050 Get Moving Science Alive!: SCI-21 Strand A: The Nature of Matter Soaring into FCAT Science: SIF-1: Strand A: The Nature of Matter
Strategies
Assessments
Florida Science Fusion: Assessment Guide page AG 47 Benchmark Review, SE pages 245-246 Unit Benchmark Test, Assessment Guide pages AG 48 AG 51 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students describe a chemical change they experienced in everyday life and describe how they knew the change was a chemical change. Performance Assessment: Have students demonstrate a form of energy and explain how their selected demonstration reflects what they know about energy. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 9: SC.4.P.9.1
How can you tell when a new substance forms? What are some types of work done by chemists? What is energy?
Question Stems
ScienceSaurus: Green p. 251-273, 299 - 313 ScienceSaurus: Blue p. 260-267, 284-294
Essential Questions
Benchmarks
NGSSSS BIG IDEA 10: Forms of Energy SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 3: SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

Florida Science Fusion: Textbook: Unit 6, Lesson 1 and Lesson 2 TE: pages 254-268 SE: pages 254-268 Inquiry Flipchart: Where Does Energy Come From?, page 26 Digital Lessons: What Are Some Forms of Energy? Where Does Energy Come From? Broward County Hands-On Science Kit: Activity 39 A Simple Motor BEEP: 04 Sci LP 051 Light and Sound 04 Sci LP 052 Energy Is All Around 04 Sci LP 053 A Simple Motor 04 Sci LP 054 Where Does Energy Come From? 04 Sci LP 055 Civil Engineering Science Alive!: SCI-22: Strand B: Energy
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 261-264 Assessment Guide page AG 54 Assessment Guide page AG 55 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 39, p. 423 BEEP: Lesson Assessments Journal: Have students diagram and describe the energy transfers that take place when they eat a snack and then go for a bicycle ride. Performance Assessment: Have students identify and describe three forms of energy in the classroom. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 10: SC.4.P.10.1 SC.4.P.10.2
What are some forms of energy? How does energy change from one form to another? Where does energy come from? What does a civil engineer do?
Question Stems
ScienceSaurus: Green p. 299 313 ScienceSaurus: Blue p. 284-294, 307-317
Essential Questions
Benchmarks
NGSSSS BIG IDEA 10: Forms of Energy SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 3: SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

Florida Science Fusion: Textbook: Unit 6, Lesson 3 and Lesson 4 TE: pages 269A-275 SE: pages 269-275 Inquiry Flipcharts: What Is Sound?, page 27 Make a Pinwheel, page 28 Make a Water Wheel, page 28 Digital Lessons: What is Sound? How Do We Use Wind and Water for Energy? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 056 What Is Sound? 04 Sci LP 057 Water Energy 04 Sci LP 058 Make a Water Wheel 04 Sci LP 059 Wind Energy 04 Sci LP 060 Make a Pinwheel
Strategies
Assessments
Florida Science Fusion: Assessment Guide page AG 56 Assessment Guide page AG 57 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students compare and contrast the energy forms and energy transformations in using water energy and wind energy. Performance Assessment: Provide students with a prepared rubber band guitar (a rubber band around an empty shoe box or tissue box). Have students demonstrate and explain how to change the pitch of the instrument. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 10: SC.4.P.10.3 SC.4.P.10.4
What is sound? How do we use wind and water for energy?
Science Alive!: SCI-22 Strand B: Energy
Question Stems
ScienceSaurus: Green p. 299 313, 324-328 ScienceSaurus: Blue p. 284-294, 307-328
Essential Questions
Benchmarks
NGSSSS BIG IDEA 10: Forms of Energy SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. BIG IDEA 11: Energy Transfer and Transformations SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. SC.4.P.11.2 Identify common materials that conduct heat well or poorly. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 6, Lesson 4 and Unit 7, Lesson 1 TE: pages 276-291 SE: pages 276-291 Inquiry Flipcharts: The Hybrid Car Case Study, page 25 Heating Things Up. page 29 Can Color Affect Temperature?, page 29 Digital Lessons: What Is Heat?
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 279-282 Benchmark Review, SE pages 283-286 Unit Benchmark Test, Assessment Guide pages AG 58 - AG 61 Unit Performance Task, Assessment Guide pages AG 62 - AG 63 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments
What are some renewable sources of energy? What is heat? Can color affect temperature?
Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 061 Renewable Energy 04 Sci LP 062 Heating Things Up 04 Sci LP 063 The Energy of Heat 04 Sci LP 064 Can Color Affect Temperature? Science Alive!: SCI-22: Strand B: Energy Journal: Have students write a persuasive letter to the coach explaining what color clothing should be worn by the football team while they are playing outside on a sunny day. Performance Assessment: Have students design, draw and label the energy flow in a city that gets all its energy from renewable energy sources. Unit Performance Task, Assessment Guide pages AG 62 - AG 63 Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
Question Stems
ScienceSaurus: Green p. 328, 302-304 ScienceSaurus: Blue p. 320, 288-294
Essential Questions
Benchmarks
NGSSSS BIG IDEA 11: Energy Transfer and Transformations SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. SC.4.P.11.2 Identify common materials that conduct heat well or poorly. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 7, Lesson 1, Lesson 2 and Lesson 3 TE: pages 292-312A SE: pages 292-312 Inquiry Flipcharts: How Is Heat Produced?, page 30 Sunny Side Up!, page 31 Ready to Insulate!, page 31 Digital Lessons: What Is Heat? How Is Heat Produced? What are Conductors and Insulators? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 065 Heat on the Move! 04 Sci LP 066 How Is Heat Produced? 04 Sci LP 067 Sunny Side Up! 04 Sci LP 068 What Are Insulators and Conductors? 04 Sci LP 069 Ready to Insulate! Science Alive!: SCI-22: Strand B: Energy
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 297-300 Assessment Guide page AG 64 Assessment Guide page AG 65 Brain Check, SE pages 311-312 Assessment Guide page AG 66 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students make a list of good conductors and good insulators of heat. Performance Assessment: Have students draw diagrams to show various ways heat can flow from one object to another. Use arrows to show the direction of heat flow. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 11: SC.4.P.11.1
What is heat? How is heat produced? What are insulators and conductors?
Question Stems
ScienceSaurus: Green p. 302-304, 317 ScienceSaurus: Blue p. 288-294
Essential Questions
Benchmarks
NGSSSS BIG IDEA 11: Energy Transfer and Transformations SC.4.P.11.2 Identify common materials that conduct heat well or poorly. BIG IDEA 12: Motion of Objects SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 7, Lesson 4 and Unit 8, Lesson 1 TE: pages 313A-325 SE: pages 313-325 Inquiry Flipchart: Which Materials Are Conductors?, page 32 Walk This Way, page 33 Digital Lessons: Which Materials Are Conductors? What Is Motion? Broward County Hands-On Science Kit: Activity 37: Gears BEEP: 04 Sci LP 070 Which Materials Are Conductors? 04 Sci LP 071 Gears 04 Sci LP 072 Twisting and Turning 04 Sci LP 073 Where Is It? Science Alive!: SCI-28: Strand B: Energy II
Strategies
Assessments
Florida Science Fusion: Assessment Guide page AG 67 Benchmark Review SE pages 317-318 Unit Benchmark Test, Assessment Guide pages AG 68 - AG 71 Unit Performance Task, Assessment Guide pages AG 72 - AG 73 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 37, p. 405
Which materials are conductors? How does motion affect position?
BEEP: Lesson Assessments Journal: Have students diagram and explain how an object that is in motion (for example, a rolling ball) can change its direction. Performance Assessment: Have students choose a sport and draw a poster that illustrates the effect of a force applied in that sport. Unit Performance Task, Assessment Guide pages AG 72 - AG 73 Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 11: SC.4.P.11.2
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 12: Motion of Objects SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 8, Lesson 1 TE: pages 326-327 SE: pages 326-327 Inquiry Flipchart: Fast Walk, Slow Walk, page 33 Digital Lesson: What Is Speed? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 074 Fast Walk, Slow Walk 04 Sci LP 075 Fast or Slow Science Alive!: SCI-23: Strand C: Force and Motion
Strategies
Assessments
Florida Science Fusion: Grade Level Benchmark Assessment B, Assessment Guide pages AG 117 - AG 130 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students write about a sport in which speed is important. Direct them to relate the outcome of the sport event to distance and time. Performance Assessment: Have students demonstrate the difference in distance and time when walking slow and when walking fast. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
What is speed?
Question Stems
ScienceSaurus: Green p. 284 ScienceSaurus: Blue p. 276
Essential Questions
Benchmarks
NGSSSS BIG IDEA 12: Motion of Objects SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 8, Lesson 1 and Lesson 2 TE: pages 328-338A SE: pages 328-338 Inquiry Flipchart: What Is Speed?, page 34 Digital Lessons: What Is Motion? What Is Speed? Video Based Project: Its a Bird, Its a Plane Broward County Hands-On Science Kit: Activity 36 Doing Work BEEP: 04 Sci LP 076 Doing Work 04 Sci LP 077 Pushes and Pulls 04 Sci LP 078 What Is Speed? 04 Sci LP 079 Its a Bird, Its a Plane Science Alive!: SCI-29: Strand C: Force and Motion II
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 333-336 Assessment Guide page AG 74 Assessment Guide page AG 75 Benchmark Review, SE pages 341-342 Unit Benchmark Test, Assessment Guide, pages AG 76 - AG 79 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 36, p. 397 BEEP: Lesson Assessments Journal: Have students explain how forces can change the motion of objects. Direct them to support their responses with at least two examples they experienced this week. Performance Assessment: Have students design a plan for determining the speed of a ball kicked at recess. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 12: SC.4.P.12.2
How do forces change motion? What is speed? What factors affect the speed of an object?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 5: Earth in Space and Time SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 2, Lesson 1 TE: pages 64-67 SE: pages 64-67 Inquiry Flipchart: None Digital Lessons: How Does Earth Rotate and Revolve in Space?
Strategies
Assessments
Florida Science Fusion: None Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 11, p. 143 Activity 12, p. 153 Activity 17, p. 199 Activity 19, p. 211 BEEP: Lesson Assessments Journal: Have students explain the changes that would happen on Earth if Earth did not receive light from the Sun. Performance Assessment: Have students diagram Earth, the Sun, the moon and stars using arrows to indicate any objects in motion. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
What objects are in our solar system? What is the effect of Earths rotating on its axis? How is Earth moving in space?
Broward County Hands-On Science Kit: Activity 11 Meet Our Solar System Activity 17 Days and Years Session I Activity 12 Earth Orbits the Sun Activity 19 The Reason for the Seasons BEEP: 04 Sci LP 080 Meet Our Solar System 04 Sci LP 081 Day and Night 04 Sci LP 082 Sundial 04 Sci LP 083 Earth Orbits the Sun 04 Sci LP 084 Seasons Science Alive!: None
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 5: Earth in Space and Time SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 2, Lesson 1 TE: page 63A SE: None Inquiry Flipchart: Spin and Model, page 8 Digital Lessons: How Does Earth Rotate and Revolve in Space? How Does Earth Move in Space? Broward County Hands-On Science Kit: Activity 18 Days and Years Session II Activity 20 Star Light, Star Bright BEEP: 04 Sci LP 085 Days and Years 04 Sci LP 086 Spin and Model 04 Sci LP 087 Shaqs Solstice Shadows 04 Sci LP 088 Star Light, Star Bright Science Alive!: None
Strategies
Assessments
Florida Science Fusion: None Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 18, p. 200 Activity 20, p. 221 BEEP: Lesson Assessments Journal: Have students write a response to the following: If Earth were not tilted on its axis, would we still have seasons? Explain your answer based on what you have learned about Earths movement in space. Performance Assessment: Have each student draw a series of diagrams to show how his/her shadow changes from morning to evening. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
What is evidence is there that Earth is moving in space? How are stars similar and different?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 5: Earth in Space and Time SC.4.E.5.1: Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 2, Lesson 1, Lesson 2 and Lesson 3 TE: pages 68-81 SE: pages 68-81 Inquiry Flipchart: Constellation Patterns, page 8 How Does Earth Move in Space?, page 9 Digital Lessons: How Does Earth Move in Space? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 089 Patterns in the Sky 04 Sci LP 090 Follow the Drinking Gourd 04 Sci LP 091 Meet the Spacemen 04 Sci LP 092 How Does Earth Move in Space? 04 Sci LP 093 Our Moon Science Alive!: SCI-26 Strand E: Earth and Space
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 71-74 Assessment Guide page AG 13 Assessment Guide page AG 14 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Explain why the North Star is always found in the north, even though other stars appear to move. Performance Assessment: Design your own constellation. Draw a picture of the constellation and label it with a name. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 5: SC.4.E.5.1 SC.4.E.5.3 SC.4.E.5.4
What are constellations? What do astronauts do? How does Earth move in space? What is the moon?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 5: Earth in Space and Time SC.4.E.5.2: Describe the changes in the observable shape of the moon over the course of about a month. SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida. BIG IDEA 6: Earth Structures SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. BIG IDEA 1: The Practice of Science SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world. BIG IDEA 3: The Role of Theories, Laws, Hypotheses and Models SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

Florida Science Fusion: Textbook: Unit 2, Lesson 3 and Lesson 4 TE: pages 79A, 81-95 SE: pages 81-95 Inquiry Flipchart: From Full to New and Back Again, page 10 Digital Lessons: What Are Moon Phases? How Does Technology Help Us Learn About Space? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 094 What Are Moon Phases? 04 Sci LP 095 From Full to New and Back Again 04 Sci LP 096 How Does Technology Help Us Learn About Space? 04 Sci LP 097 Technology in Space Science Alive!: None
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 87-88 Assessment Guide page AG 15 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students describe a new technology they would create to explore space. Have them explain how the technology would operate and what they would expect to discover with the technology. Performance Assessment: Have students draw a picture illustrating the phases of the moon throughout the month. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 5: SC.4.E.5.2
Why does the moon appear to change shape in the sky? How does technology help us learn about space?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 5: Earth in Space and Time SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida. BIG IDEA 6: Earth Structures SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world. BIG IDEA 3: The Role of Theories, Laws, Hypotheses and Models SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.

Florida Science Fusion: Textbook: Unit 2, Lesson 4 and Unit 3, Lesson 1 TE: pages 96-106, 109A SE: pages 96-106 Inquiry Flipchart: Working in Space, page 11 Space Technology, page 11 Grooving with Glaciers, page 12 Digital Lessons: How Does Technology Help Us Learn About Space? How Do Weathering and Erosion Shape The Earths Surface? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 098 Working in Space 04 Sci LP 099 Floridas Role in Space 04 Sci LP 100 Space Spinoffs 04 Sci LP 101 Grooving with Glaciers
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 101-102 Assessment Guide page AG 16 Benchmark Review, SE pages 103-106 Unit Benchmark Test, Assessment Guide pages AG 17-20 Unit Performance Task, Assessment Guide pages AG 21 - AG 22 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students explain how the exploration of space has affected Floridas culture and economy. Performance Assessment: Have students simulate what it might be like to work in space. Unit Performance Task, Assessment Guide pages AG 21 - AG 22
What is it like to work in space? What is Floridas role in space exploration? How is Earth changing shape?
Science Alive!: None Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 5: SC.4.E.5.5
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 6: Earth Structures SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 3, Lesson 1 TE: pages 109A-111 SE: pages 109-111 Inquiry Flipchart: Which Will Weather Faster?, page 12 Digital Lessons: How Do Weathering and Erosion Shape The Earths Surface?
Strategies
Assessments
Florida Science Fusion: None Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 1, p. 31 Activity 3, p. 41 BEEP: Lesson Assessments Journal: Have students explain why it is probably not a good idea to plant a large tree close to a sidewalk. Draw a picture to show what might happen. Identify the type of weathering. Performance Assessment: Have students find a rock, observe its structure and explain why they think it is shaped the way it is. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
What is weathering? What are some causes and effects of weathering? What is erosion? What are some causes and effects of erosion?
Broward County Hands-On Science Kit: Activity 1 Weathering Activity 3 Erosion by Moving Water BEEP: 04 Sci LP 102 Weathering 04 Sci LP 103 What Can Break a Boulder? 04 Sci LP 104 Which Will Weather Faster? 04 Sci LP 105 Erosion by Moving Water Science Alive!: SCI-24 Strand D: Processes that Shape the Earth
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 6: Earth Structures SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 3, Lesson 1 TE: pages 112-113 SE: pages 112-113 Inquiry Flipchart: None Digital Lessons: How Do Weathering and Erosion Shape Earths Surface? Broward County Hands-On Science Kit: Activity 4 Rock Races Activity 5 Is It Inclined to Erode? Activity 8 River Sediment BEEP: 04 Sci LP 106 Rock Races 04 Sci LP 107 Rocks on the Move 04 Sci LP 108 Is It Inclined to Erode? 04 Sci LP 109 River Sediment Science Alive!: SCI-24 Strand D: Processes that Shape the Earth
Strategies
Assessments
Florida Science Fusion: None Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 4, p. 51 Activity 5, p. 59 Activity 8, p. 90 BEEP: Lesson Assessments Journal: Have students pretend they are pebbles and have them write the story of their journey from a mountain to a riverbed. Performance Assessment: Have students identify some examples of erosion observed around school or home.
What factors affect erosion and deposition?
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 6: Earth Structures SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 3 Lesson 1 TE: pages 114-123A SE: pages 113-122 Inquiry Flipchart: Growing Crystals, page 13 Digital Lessons: How Do Weathering and Erosion Shape Earths Surface? Broward County Hands-On Science Kit: Activity 9 Shoreline Erosion Activity 10 Wind Erosion BEEP: 04 Sci LP 110 Shoreline Erosion 04 Sci LP 111 Wind Erosion 04 Sci LP 112 Wind, Ice, Gravity and Water 04 Sci LP 113 Growing Crystals Science Alive!: SCI-24 Strand D: Processes that Shape the Earth Soaring into FCAT Science: SIF-5: Strand E: Earth and Space
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 119-122 Assessment Guide page AG 23 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 9, p. 99 Activity 10, p. 109 BEEP: Lesson Assessments Journal: Have students write the effects of a large storm like a hurricane on a beach. Performance Assessment: Think of a way to slow down erosion in one of the activities you did this week. Draw and label a picture of your idea. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 6: SC.4.E.6.4
How are shorelines affected by erosion? What factors affect erosion? How do crystals form?
Question Stems
Essential Questions
Benchmarks
NGSSSS SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.

Florida Science Fusion: Textbook: Unit 3, Lesson 2 and Lesson 3 TE: pages 123A-134A SE: pages 123-134 Inquiry Flipchart: Mineral Match-up, page 13 What Are Properties of Minerals?, page 14 Digital Lessons: What Are Minerals? What Are Properties of Minerals? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 114 What Are Minerals? 04 Sci LP 115 Which Mineral Is Which? 04 Sci LP 116 Mineral Match-up 04 Sci LP 117 What Are Properties of Minerals? Science Alive!: SCI-24 Strand D: Processes that Shape the Earth
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 131-132 Assessment Guide page AG 24 Assessment Guide page AG 25 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students list and describe the use and properties of three minerals they use every day. Performance Assessment: Give each student a mineral sample. Have students use a hand lens to observe the sample. Direct students to use scientific vocabulary to describe the physical properties of the mineral. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 6: SC.4.E.6.2 SC.4.E.6.5
What are minerals? What are properties of minerals?
BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.
Question Stems
ScienceSaurus: Green p. 179 ScienceSaurus: Blue p. 160-163
Essential Questions
Benchmarks
NGSSSS BIG IDEA 6: Earth Structures SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 3, Lesson 4 TE: pages 135A-141 SE: pages 135-141 Inquiry Flipchart: Getting Stones to Stick, page 15 Digital Lessons: How Can Rocks Be Classified? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 118 Types of Rocks - Igneous 04 Sci LP 119 Types of Rocks - Sedimentary 04 Sci LP 120 Types of Rocks Metamorphic 04 Sci LP 121 Getting Stones to Stick Science Alive!: SCI-25 Strand D: Processes that Shape the Earth II
Strategies
Assessments
Florida Science Fusion: None Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students make a three-column chart (or triple-bubble map) in which they identify the properties of igneous, sedimentary, and metamorphic rocks. Performance Assessment: Have students make a Lost Rock poster. On the poster, have them describe the rock using the properties of either igneous, sedimentary, or metamorphic rocks. Have the students share and classify the posters based on type of rock. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
What are the properties of different types of rocks?
Question Stems
ScienceSaurus: Green p. 180 ScienceSaurus: Blue p. 164-167
Essential Questions
Benchmarks
NGSSSS BIG IDEA 6: Earth Structures SC.4.E.6. 1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 3, Lesson 4 and Lesson 5 TE: pages 142-155 SE: pages 142-155 Inquiry Flipchart Modeling the Rock Cycle, page 15 Digital Lesson: How Can Rocks Be Classified? Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 122 The Rock Cycle 04 Sci LP 123 Modeling the Rock Cycle 04 Sci LP 124 The Rock Cycle Rocks! 04 Sci LP 125 Renewable vs. Nonrenewable Science Alive!: SCI-25 Strand D: Processes that Shape the Earth II
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 147-150 Assessment Guide page AG 26 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students write the story or make a comic strip about a pet rock as it changes from one form to another.
How are rocks formed? What are the properties of different types of rocks? What are renewable and nonrenewable resources?
Performance Assessment: Have students select a rock from outside. Have them observe the rocks properties and identity the type of rock. Have them provide evidence that the rock is a sedimentary, igneous, or metamorphic rock. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 6: SC.4.P.6.1
Question Stems
ScienceSaurus: Green p. 180, 328-331 ScienceSaurus: Blue p. 164-167, 329-333
Essential Questions
Benchmarks
NGSSSS BIG IDEA 6: Earth Structures SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). BIG IDEA 16: Heredity and Reproduction SC.4.L.16.1: Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. SC.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. BIG IDEA 17: Interdependence SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the environment. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 3, Lesson 5, Unit 10, Lesson 5* and Unit 9, Lesson 1 TE: pages 156-164,453A-454A*, 348-251 SE: pages 156-164, 453-454*, 346-351 Inquiry Flipcharts: Map It!, page 16 How Do People Affect Their Environment?, page 43* Finding Out About Flowers, page 35 Digital Lessons: Which Resources Are Found in Florida? How Do Plants Reproduce? How Do People Affect Their Environment?* Broward County Hands-On Science Kit: Activity 7 Two Types of Soil Activity 29 Comparing Plants BEEP: 04 Sci LP 126 Floridas Resources 04 Sci LP 127 Keeping it Clean* 04 Sci LP 128 Two Types of Soil 04 Sci LP 129 How Does a Garden Grow? Science Alive!: None *Note the jump to the last lesson of the Florida Science Fusion text due to both the connection between the benchmarks and the time required to adequately complete the lesson.
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 161-162 Assessment Guide page AG 27 Assessment Guide page AG 96 Benchmark Review, SE pages 165-168 Unit Benchmark Test, Assessment Guide pages AG 28 - AG 31 Unit Performance Task, Assessment Guide pages AG 32 - AG 33 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 7, p. 80 Activity 29, p. 315 BEEP: Lesson Assessments Journal: Explain why soil is a valuable resource and tell whether or not it is renewable. Performance Assessment: Have students describe two natural resources found in Florida (one renewable and one nonrenewable). Unit Performance Task, Assessment Guide pages AG 32 - AG 33 Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 6: SC.4.E.6.3, SC.4.E.6.6
What are some natural resources in Florida? How is soil formed? How do plants reproduce? What is the structure and function of a plants flower or cone?
Question Stems
ScienceSaurus: Green p. 332-353, 191 ScienceSaurus: Blue p. 334-353, 168-169
Essential Questions
Benchmarks
NGSSSS BIG IDEA 16: Heredity and Reproduction SC.4.L.16.1: Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. SC.4.L.16.2: Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. SC.4.L.16.3: Recognize that animal behaviors may be shaped by heredity and learning. SC.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 9, Lesson 1, Lesson 2 and Lesson 3 TE: pages 352-369, 372-373 SE: pages 352-369, 372-373 Inquiry Flipcharts: Whats Cooking?, page 35 What Factors Affect Germination Rate?, page 36 How Do Animals Reproduce?, page 37 Digital Lessons: How Do Plants Reproduce? What Factors Affect Germination Rate? How Do Animals Reproduce?
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 357-360 Assessment Guide page AG 82 Assessment Guide page AG 83 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 27, p. 307 Activity 28, p. 308 Activity 30, p. 323 BEEP: Lesson Assessments Journal: Pretend you are an apple seed. Write your life story from the time you are inside an apple until you germinate to begin a new plant. Performance Assessment: Draw pictures of four different kinds of seeds. Explain how each seed might be moved to a place where it could germinate. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 16: SC.4.L.16.1
How do seeds travel from one place to another? What factors affect seed germination? How do animals reproduce?
Broward County Hands-On Science Kit: Activity 27: Seeds and More Seeds Session I Activity 28: Seeds and More Seeds Session II Activity 30 So Many Plants BEEP: 04 Sci LP 130 What Factors Affect Germination? part 1 04 Sci LP 131 Seedy Side of Plants 04 Sci LP 132 So Many Plants 04 Sci LP 133 What Factors Affect Germination? part 2 04 Sci LP 134 How Do Animals Reproduce? Science Alive!: None
Question Stems
ScienceSaurus: Green p. 108, 99-101 ScienceSaurus: Blue p. 82-87
Essential Questions
Benchmarks
NGSSSS BIG IDEA 16: Heredity and Reproduction SC.4.L.16.2: Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. SC.4.L.16.3: Recognize that animal behaviors may be shaped by heredity and learning. SC.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 9, Lesson 3 and Lesson 4 TE: pages 370-390A SE: pages 370-390 Inquiry Flipcharts: Can Waxworms Stand the Heat?, page 37 Puzzled?, page 38 Digital Lesson: What Are Heredity, Instincts, and Learned Behaviors? Broward County Hands-On Science Kit: Activity 24 Alike and Different Activity 25 Inherited Traits Activity 26: Traits and More Traits
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 375-376 Assessment Guide page AG 84 Brain Check, SE pages 389-390 Assessment Guide page AG 85 Benchmark Review, SE pages 393-396 Unit Benchmark Test, Assessment Guide page AG 86 - AG 89 Unit Performance Task, Assessment Guide pages AG 90 - AG 91 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 26, p. 299 BEEP: Lesson Assessments
How do living things change over their lifetime (metamorphosis)? How are traits inherited? How do animals use their characteristics to survive?
BEEP: 04 Sci LP 135 Metamorphosis 04 Sci LP 136 Alike and Different: Heredity 04 Sci LP 137 Heredity, Instincts, and Learned Behaviors 04 Sci LP 138 Puzzled 04 Sci LP 139 Traits and More Traits Science Alive!: None
Journal: Make a Venn diagram to compare and contrast your traits with those of another member of your family. Performance Assessment: Identify one thing that you are able to do because you inherited the ability from your parents and one thing you are able to do that is a learned behavior. Unit Performance Task, Assessment Guide pages AG 90 - AG 91 Summative Assessment: Broward County Grade 4 Mini Benchmark Assessment BIG IDEA 16: SC.4.L.16.2 SC.4.L.16.3
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 16: Heredity and Reproduction SC.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. BIG IDEA 17: Interdependence SC.4.L.17.1: Compare the seasonal changes in Florida plants and animals to those in other regions of the country. SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 10, Lesson 1 and Lesson 2 TE: pages 397-417 SE: pages 397-417 Inquiry Flipcharts: On the Move, page 39 Can You See Photosynthesis?, page 40 Digital Lessons: How Do Organisms Change with the Seasons? How Do Organisms Obtain Food? Broward County Hands-On Science Kit: Activities 33 & 34 Plants as Producers (Sessions I & II) BEEP: 04 Sci LP 140 Bird Migration Game 04 Sci LP 141 Changing with the Seasons 04 Sci LP 142 Plants as Producers 04 Sci LP 143 How Do Organisms Obtain Food? Science Alive!: None
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 409-412 Assessment Guide page AG 92
How are plants and animals adapted for survival? How do plants and animals change with the seasons? How do organisms obtain food?
Broward County Hands-On Science Kit: Activity Assessment Opportunities Activities 33 & 34, p. 377 BEEP: Lesson Assessments Journal: Have students make a list of 15 plant products that humans use for food. Have them classify the items on the list according to the part of the plant from which they are derived. Performance Assessment: Have students draw a diagram showing ways a plant is like a factory. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 16: SC.4.L.16.4 BIG IDEA 17: SC.4.L.17.1
Question Stems
Essential Questions
Benchmarks
NGSSSS BIG IDEA 17: Interdependence SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. SC.4.L.17.3: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 10, Lesson 2 TE: pages 418-424A SE: pages 418-424 Inquiry Flipchart: Bananas Gone Bad, page 40 Digital Lesson: How Do Organisms Obtain Food? Broward County Hands-On Science Kit: Activity 31 Bird Beaks
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 423-424 Assessment Guide page AG 93 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 31, p. 357
How do living things obtain energy for survival?
BEEP: Lesson Assessments Journal: Have students explain what happens to the food in the refrigerator when the electricity isnt working for a few days. Performance Assessment: Have students make a food safety poster that includes the decomposition of food. Summative Assessment: Note: Summative assessments, for example, Mini Benchmark Assessments, will be included in the following weeks when benchmarks are completed and students are ready for assessment.
BEEP: 04 Sci LP 144 Bird Beaks 04 Sci LP 145 Consumers and Decomposers 04 Sci LP 146 Bananas Gone Bad Science Alive!: None
Question Stems
ScienceSaurus: Green p.133 ScienceSaurus: Blue p. 134-136
Essential Questions
Benchmarks
NGSSSS BIG IDEA 17: Interdependence SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. SC.4.L.17.3: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the environment. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 10, Lesson 3 and Lesson 4 TE: pages 425A - 452A SE: pages 425-452A Inquiry Flipcharts: Model A Food Web, page 41 What Does It Eat?, page 41 How Does Water Pollution Affect Plants, page 42 All About Recycling, page 42 Digital Lessons: What Are Food Chains? How Do Organisms Affect Their Environment? Broward County Hands-On Science Kit: Activity 35 Population Game BEEP: 04 Sci LP 147 What Are Food Chains? 04 Sci LP 148 Population Game 04 Sci LP 149 How Do Organisms Affect Their Environment? Science Alive!: None Soaring into FCAT Science: SIF-8: Strand G: How Living Things Interact with Their Environment
Strategies
Assessments
Florida Science Fusion: Brain Check, SE pages 437-440 Assessment Guide page AG 94 Brain Check, SE pages 451-452 Assessment Guide page AG 95 Benchmark Review, SE pages 457-460 Unit Benchmark Test, Assessment Guide pages AG 97 - AG 100 Unit Performance Task, Assessment Guide pages AG 101 - AG 102 Broward County Hands-On Science Kit: Activity Assessment Opportunities Activity 35, p. 388 BEEP: Lesson Assessments Journal: Write a paragraph to describe something you could do to reduce your impact on the ecosystem where you live. Performance Assessment: Draw a bar graph that shows the number of deer left at the end of each year in Activity 35 The Population Game. Describe the pattern you see in the graph. Unit Performance Task, Assessment Guide pages AG 101 - AG 102 Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 17: SC.4.L.17.2 SC.4.L.17.3 SC.4.L.17.4
What are food chains? How do organisms affect their environment?
Question Stems
ScienceSaurus: Green p.133-137, 140-141 ScienceSaurus: Blue p.130-138
Essential Questions
Benchmarks
NGSSSS BIG IDEA 17: Interdependence SC.4.L.17.1: Compare the seasonal changes in Florida plants and animals to those in other regions of the country. SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. SC.4.L.17.3: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the environment. BIG IDEA 1: The Practice of Science SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those observations. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. BIG IDEA 2: The Characteristics of Science Knowledge SC.4.N.2.1 Explain that science focuses solely on the natural world.

Florida Science Fusion: Textbook: Unit 5 TE: None SE: None Inquiry Flipchart: None Digital Lessons: What Are Food Chains? How Do People Affect Their Environment? Video Based Project: Alligators Up Close Broward County Hands-On Science Kit: None BEEP: 04 Sci LP 150 Alligators Up Close Science Alive!: None
Strategies
Assessments
Florida Science Fusion: Grade Level Benchmark Assessment C, Assessment Guide pages AG 131 - AG 144 Broward County Hands-On Science Kit: None BEEP: Lesson Assessments Journal: Have students write how human impact on the environment will affect the survival of the alligator or its prey. Performance Assessment: Have students draw the food chain for the Everglades ecosystem from the Sun to the alligator. Summative Assessment: Broward County Grade 4 Mini Benchmark Assessments BIG IDEA 17: SC.4.L.17.3 SC.4.L.17.4
How is energy passed within an ecosystem from producer to consumer? What factors affect an organisms survival?
Question Stems
ScienceSaurus: Green p. 130-132 ScienceSaurus: Blue p. 130-131, 133

4th Grade Science IFC Linked-Final-5-17-12

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Version 4 5/17/2012 Science 4th Grade - Instructional Focus Calendar - Quarter 1 - Week #1

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What are physical changes? What are chemical changes?

Core Text and Resources

Core Text and Resources

Core Text and Resources

What is sound? How do we use wind and water for energy?

Science Alive!: SCI-22 Strand B: Energy

Core Text and Resources

Core Text and Resources

Core Text and Resources

Which materials are conductors? How does motion affect position?

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

What factors affect erosion and deposition?

Core Text and Resources

Core Text and Resources

What are minerals? What are properties of minerals?

Core Text and Resources

What are the properties of different types of rocks?

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

Core Text and Resources

How do living things obtain energy for survival?

Core Text and Resources

What are food chains? How do organisms affect their environment?

Core Text and Resources

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