Documente Academic
Documente Profesional
Documente Cultură
Year-at-a-Glance
Subject:
Science
Grade Level(s): 4
FIRST QUARTER
SOL #
TOPIC OR UNIT
SECOND QUARTER
SOL #
4.1
4.1
4.9
4.3
Force/Motion/Energy
4.5
4.2
TOPIC OR UNIT
Scientific Investigation, Reasoning, & Logic
(incorporated within units)
Force/Motion/Energy (Electricity/Magnetism)
Living Systems (Animals)
THIRD QUARTER
FOURTH QUARTER
SOL #
SOL #
4.1
4.7
4.8
TOPIC OR UNIT
Scientific Investigation, Reasoning, & Logic
(incorporated within units)
Earth Patterns, Cycles, and Change (Solar System)
Earth Patterns, Cycles, and Change (Earth, Moon,
& Sun)
4.1
TOPIC OR UNIT
Scientific Investigation, Reasoning, & Logic
(incorporated within units)
4.6
4.4
Grade 5 Science
Expanded Test Blueprint
Assessed with Other Science Standards of Learning
The following skill-based standards will be assessed through the reporting categories by applying them to other Standards of Learning content:
Grade 4 Standards of Learning
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in
which
m) current applications are used to reinforce science concepts.
Grade 5 Standards of Learning
5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in
which
k) current applications are used to reinforce science concepts.
Reporting Category: Scientific Investigation
Number of Items: 10
Standards of Learning:
Grade 4 Standards of Learning
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in
which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers; and
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs.
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earths seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
Grade 5 Standards of Learning
5.6 The student will investigate and understand characteristics of the ocean environment. Key concepts include
a) geological characteristics;
b) physical characteristics; and
c) ecological characteristics.
5.7 The student will investigate and understand how Earths surface is constantly changing. Key concepts include
a) identification of rock types;
b) the rock cycle and how transformations between rocks occur;
c) Earth history and fossil evidence;
d) the basic structure of Earths interior;
e) changes in Earths crust due to plate tectonics;
f) weathering, erosion, and deposition; and
g) human impact.
Unit Guide
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting
investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric unit
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; an
m) current applications are used to reinforce science concepts.
CONCEPTS
Observations,
Conclusions, inferences,
and predictions
SOL 4.1a, e
Independent/ Dependent /
Constant Variables
SOL 4.1f, g
KEY QUESTIONS
KEY VOCABULARY
Observation
Conclusion
Inferences
Prediction
Qualitative
Quantitative
Constant variable
Independent Variable
Dependent Variable
Fair test
Unit Guide
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting
investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric unit
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; an
m) current applications are used to reinforce science concepts.
CONCEPTS
Hypotheses
SOL 4.1h
Constructing Models
SOL 4.1l
KEY QUESTIONS
KEY VOCABULARY
Hypothesis
Plausible
Cause (if)
Effect (then)
Unit Guide
4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
CONCEPTS
Water Resources
SOL 4.9a
Watersheds
SOL 4.9a
Virginias Minerals
SOL 4.9c
Virginias Forests,
Soil and Land
SOL 4.9d
KEY QUESTIONS
KEY VOCABULARY
Resource
River
Lake
Bay
Estuary
Reservoir
Mineral
Coal
Limestone
Granite
Sand
Gravel
Cultivate
Unit Guide
4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
CONCEPTS
KEY QUESTIONS
(relate to VS10.b)
KEY VOCABULARY
Unit Guide
4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include
a) motion is described by an objects direction and speed;
b) changes in motion are related to force and mass;
c) friction is a force that opposes motion; and
CONCEPTS
Motion and Position
SOL 4.2a
Changes in Motion
SOL 4.2b
Friction
SOL 4.2c
Kinetic/Potential
Energy
SOL 4.2d
KEY QUESTIONS
KEY VOCABULARY
1. What are two ways that you can describe the relative position
of an object?
2. Create a table and line graph based on collected time/position
data from a moving object.
Motion
Position
Speed
Inertia
Friction
Kinetic energy
Potential energy
Unit Guide
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;
e) simple electromagnets and magnetism; and
CONCEPTS
Conductors/Insulator
s
SOL 4.3a
Circuits
SOL 4.3b
Static Electricity
SOL 4.3c
Transformations of
Electrical Energy
SOL 4.3d
KEY QUESTIONS
KEY VOCABULARY
Conductors
Insulators
Circuit
Series circuit
Parallel circuit
Dry cell
Current
Open Circuit
Closed Circuit
Static electricity
Lightening
Attract (attraction)
Repel (repulsion)
mechanical energy
thermal energy
radiant energy
Unit Guide
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;
e) simple electromagnets and magnetism; and
CONCEPTS
Magnetism and
Electromagnetism
SOL 4.3e
Historical
Contributions
SOL 4.3f
KEY QUESTIONS
1. Using a magnet, how can a magnetic field be diagramed?
2. What are the similarities and differences of a permanent
magnet and an electromagnet?
3. How can electricity generated by a moving magnetic field
be described?
4. Using a wire, nail, or other iron-bearing object, and a dry
cell, how can a simple electromagnet be created?
5. How could an investigation be constructed to test the
strength of an electromagnet?
6. Identify examples of metals that are magnetic.
KEY VOCABULARY
magnetic force
magnet
magnetic field
electromagnet
permanent magnet
Lightning rod
Transformer
Generator
Unit Guide
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;
e) simple electromagnets and magnetism; and
CONCEPTS
KEY QUESTIONS
KEY VOCABULARY
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL
4.5d Influence
Changes
Human
in Nicheson
SOL 4.5e
Ecosystems
SOL 4.5f
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL 4.5d
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL 4.5d
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL 4.5d
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL 4.5d
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL 4.5d
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL
4.5dof the Solar
Planets
System
SOL 4.7a
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL
4.5d
Order
of the Planets
SOL 4.7b
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
CONCEPTS
Adaptations
SOL 4.5a
Population
Organization
SOL 4.5b
Food Webs
SOL 4.5c
Habitats/Niches
SOL
4.5d Sizes of
Relative
Planets
SOL 4.7c
KEY QUESTIONS
KEY VOCABULARY
structural (physical)
adaptations
behavioral adaptations
attributes
Ecosystems
Organism
Community
Population
Habitat
Food Chain
Food Web
Producers
Consumers
Decomposers
Niche
Basic needs
Unit Guide
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earths seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
CONCEPTS
Orbit/Rotation of
Earth, Moon, and
Sun
SOL 4.8a
Causes of Earths
Seasons
SOL 4.8b
KEY QUESTIONS
KEY VOCABULARY
Revolution
Rotation
Axis
Satellite
Phases
Full moon
New moon
Waxing crescent
First quarter
Waxing gibbous
Waning Gibbous
Third (Last) Quarter
Waning Crescent
Unit Guide
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earths seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
CONCEPTS
Characteristics of
the Earth, Moon,
and Sun
SOL 4.8d
KEY QUESTIONS
KEY VOCABULARY
Composition
diameter
Unit Guide
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earths seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
CONCEPTS
History of EarthMoon-Sun System
SOL 4.8e
KEY QUESTIONS
KEY VOCABULARY
1. What are the similarities and differences between the Earthcentered and Sun-centered models of the solar system?
2. What are the differences in the observations of Aristotle,
Ptolemy, Copernicus, and Galileo?
3. What influenced the conclusions of Aristotle, Ptolemy,
Copernicus, and Galileo?
4. NASAs Apollo moon missions added greatly to the
understanding of the moon through what contributions?
Aristotle
Ptolemy
Copernicus
Galileo
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Predicting Weather
SOL 4.6c
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Predicting Weather
SOL 4.6c
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Predicting Weather
SOL 4.6c
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Predicting Weather
SOL 4.6c
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Predicting Weather
SOL 4.6c
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Predicting Weather
SOL 4.6c
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Predicting
Weather
Structure
and
SOL
4.6c
Function of Plants
SOL 4.4a
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Plant reproduction
Predicting
Weather
SOL 4.4b
4.6c
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Predicting
Photosynthesis
Weather
SOL 4.4c
4.6c
meteorologists
Unit Guide
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
CONCEPTS
Weather Phenomena
SOL 4.6a
KEY QUESTIONS
KEY VOCABULARY
Air pressure
Front (warm/cold)
cumulus clouds
stratus clouds
cirrus clouds
cumulo-nimbus
atmosphere
thunderstorms
hurricanes
tornadoes
air masses
Line graph
Thermometer
Barometer
Anemometer
Rain gauge
Temperature
Plant Adaptations
Predicting
Weather
SOL
SOL4.4d
4.6c
meteorologists
Unit 1
(1st Nine Weeks)
Standard 4.1
Scientific Investigation
Subject/Grade
Level:
Standard:
4th Grade
Overview:
The skills described in standard 4.1 are intended to define the investigate component of all of the other fourth-grade standards (4.2
4.9). The intent of standard 4.1 is that students will continue to develop a range of inquiry skills, achieve proficiency with those skills in
the context of the concepts developed at the fourth-grade level, and strengthen their understanding of the nature of science. Standard 4.1
does not require a discrete unit be taught on scientific investigation and the nature of science because the skills that make up the
standard should be incorporated in all the other fourth-grade standards. It is also intended that by developing these skills, students
will achieve greater understanding of scientific inquiry and the nature of science as well as more fully grasp the content-related concepts.
Suggested
Pacing Period:
in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Essential Understandings
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
All Year
Resources and
Activities
Text book p. S1-S8
Speed Experiment
Powerpoints, Smartboard
activities by SOL:
Brainpop Scientific
Investigation
Resources from
Rockingham County
SOL Teacher
Investigation
Create Food Chains or
Food Webs
Video clips:
http://www.gamequariu
Suggested
Assessment(s)
Create your IA Tests
or quizzes (Subject:
SCI 10-4)
Quizzes by SOL
Online Practice
Tests
Unit 1
(1st Nine Weeks)
Standard 4.9
Earth Resources
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
Essential Understandings
Taught parallel to VA
Geography (2 weeks)
Resources and
Activities
Refrigerator Card
SOL Teacher Virginia Natural
Resources
A River Runs Through It
Suggested
Assessment(s)
Create your IA Tests
or quizzes (Subject:
SCI 10-4)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
Taught parallel to VA
Geography (2 weeks)
4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
Virginia has a rich variety of natural resources. These provide the raw materials for our daily lives and sustain our economy. Natural
resources are finite and must be used wisely to ensure their continued availability. This concept of natural resources is introduced in 1.8
and extended in 6.9. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1)
in the context of the key concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
Resources and
Activities
Watersheds
Forests
Journey of a Raindrop
Suggested
Assessment(s)
Unit 1
(1st Nine Weeks)
Standard 4.2
Force, Motion, and Energy
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include
a) motion is described by an objects direction and speed;
b) changes in motion are related to force and mass;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
This standard is introduced in first grade and prepares students for a more in-depth study of energy in eighth grade. This standard focuses
on the characteristics of moving objects. Key concepts include the effect of forces, such as friction, on moving objects. It is intended that
students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts
presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
Resources and
Activities
Suggested
Assessment(s)
Interactive Practice
Speed Experiment w/table
http://sciencespot.net/Media/s
peedchall.pdf
Inertia experiments
Friction experiment
Friction
Forces in Action
Unit 2
(2nd Nine Weeks)
Standard 4.3
Force, Motion, and Energy
(Electricity and Magnetism)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
Essential Understandings
3-4 weeks
Resources and
Activities
Refrigerator Cards
Interactive Practice
Useful textbook resources:
Electricity and Magnetism
Chapter 13 (p. F66 F104)
Magnet Man
Magnetic Field
Magnetic Lines of Force
Circuits and Conductors
Electricity and Magnetism
Magnets in the Kitchen
(interactive)
Suggested
Assessment(s)
Create your IA Tests
or quizzes (Subject:
SCI 10-4)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
3-4 weeks
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;
e) simple electromagnets and magnetism; and
f) historical contributions in understanding electricity.
This standard focuses on the characteristics of electricity as related to circuits and circuit components, magnetism, static charges, and
historical contributions important to the understanding of electricity. As electrical energy is an integral part of modern civilization (e.g.,
powering our computers; lighting, heating and cooling our homes and businesses; and making the information age possible), it is critical
that students begin to understand basic electricity concepts. This standard will be the basis for a more in-depth study in the eighth grade.
It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the
key concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
magnet.
Resources and
Activities
Suggested
Assessment(s)
Unit 2
(2nd Nine Weeks)
Standard 4.5
Living Systems
(Ecosystems)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
Essential Understandings
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
3-4 Weeks
Resources and
Activities
VDOE suggested lessons
plans
Review Refrigerator Cards
Interactive Practice
Niche activity
SOL Teacher Plant and
Animal and Their
Environment
Food Webb
Useful textbook resources:
Unit A - Chapter 1- Lesson 4
Organisms and Where They
Live (p. A38-A51)
Chapter 1- Lesson 5 Changes
in Ecosystems (p. A55-A61)
Chapter 3- Lesson 6 Animal
Suggested
Assessment(s)
Create your IA Tests
or quizzes (Subject:
SCI 10-4)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
3-4 Weeks
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organisms niche at various stages in its life cycle; and
f) influences of human activity on ecosystems.
This standard focuses on the relationships among plants, animals, and the nonliving environment and brings together several elements of
both Life Processes and Living Systems. This standard assumes students have a basic understanding that all living organisms are
interrelated and dependent in some way on other living organisms and their environment. Plants and animals in ecological systems live in
a web of interdependence in which each species contributes to the functioning of the overall system. Organisms live in a habitat to which
they are structurally and behaviorally adapted. Certain conditions within environments determine which organisms and communities
succeed there. This standard builds upon previous standards 1.5, 2.4, 2.5. 3.4, 3.5 and 3.6. It is intended that students will actively
develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
Resources and
Activities
Survival (p. B64 B75)
Suggested
Assessment(s)
Unit 3
(3rd Nine Weeks)
Standard 4.7
Earth Patterns, Cycles, and Changes
(Solar System)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
Essential Understandings
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
1 week
Resources and
Activities
Useful textbook resources:
Unit C Chapter 7 Lesson 7
The Solar System and
Beyond p. C78 C91
Largest to smallest:
Suggested
Assessment(s)
Create your IA Tests
or quizzes (Subject:
SCI 10-4)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
1 week
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
This standard focuses on providing an introduction to our solar system. This includes the introduction to the planets in the solar system,
their order in the solar system in relation to the sun, and the sizes of the planets in relation to the size of Earth. A more in-depth study of
the solar system is in standard 6.8. It is intended that students will actively develop and utilize scientific investigation, reasoning, and
logic skills (4.1) in the context of the key concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
riverbeds on the red planet. Scientists hypothesize that
Mars once supported a wet, warm Earth-like climate.
Resources and
Activities
Suggested
Assessment(s)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
1 week
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
This standard focuses on providing an introduction to our solar system. This includes the introduction to the planets in the solar system,
their order in the solar system in relation to the sun, and the sizes of the planets in relation to the size of Earth. A more in-depth study of
the solar system is in standard 6.8. It is intended that students will actively develop and utilize scientific investigation, reasoning, and
logic skills (4.1) in the context of the key concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
first members of the dwarf planet category are Ceres,
Pluto and 2003 UB313, given the name Eris. More
dwarf planets are expected to be announced by the IAU
in the future.
Resources and
Activities
Suggested
Assessment(s)
Unit 3
(3rd Nine Weeks)
Standard 4.8
Earth Patterns, Cycles, and Changes
(Earth, Moon, & Sun)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earths seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
This standard focuses on the Earth-moon-sun system and includes knowledge related to the motions of this system and the results of our
unique position in it. This includes the presence of an atmosphere, liquid water, and life. The standard is built on concepts developed in
science standards K.8, 1.6, and 3.8 and that will be further expanded in 6.8. A more in-depth study of Earths makeup is in standard 5.7. It
is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key
concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
3-4 weeks
Resources and
Activities
Suggested
Assessment(s)
Interactive practice
create and describe a model of the Earthmoon-sun system with approximate scale
distances and sizes.
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
3-4 weeks
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earths seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
This standard focuses on the Earth-moon-sun system and includes knowledge related to the motions of this system and the results of our
unique position in it. This includes the presence of an atmosphere, liquid water, and life. The standard is built on concepts developed in
science standards K.8, 1.6, and 3.8 and that will be further expanded in 6.8. A more in-depth study of Earths makeup is in standard 5.7. It
is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key
concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
planets (Mercury, Venus, and Mars), it has large
amounts of life-supporting water and an oxygen-rich
atmosphere. Earths protective atmosphere blocks out
most of the suns damaging rays.
Resources and
Activities
Suggested
Assessment(s)
Unit 4
(4th Nine Weeks)
Standard 4.6
Interrelationships in Earth/Space Systems
(Weather)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
This standard focuses on weather conditions and a more technical understanding of the tools and methods used to forecast future
atmospheric conditions. Weather is introduced in science standard 2.6. It is intended that students will actively develop and utilize
scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
Essential Understandings
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
3-4 weeks
Resources and
Activities
Review Refrigerator
Cards
Useful textbook
resources:
Unit D Chapter 8
Lesson 2 Follow the
Water D14 D23.
Chapter 9 Lesson 6
Air, Wind, and the
Atmosphere p. D66
D67 ; Clouds &
Instruments p.
D71-72
Lesson 7 Weather
and Climate p.
D78-D85
Suggested
Assessment(s)
Create your IA Tests
or quizzes (Subject:
SCI 10-4)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
3-4 weeks
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
This standard focuses on weather conditions and a more technical understanding of the tools and methods used to forecast future
atmospheric conditions. Weather is introduced in science standard 2.6. It is intended that students will actively develop and utilize
scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
Resources and
Activities
Clouds and
Precipitation
Suggested
Assessment(s)
Unit 4
(4th Nine Weeks)
Standard 4.4
Life Processes
(Plants)
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include
Essential Understandings
4-5 weeks
Resources and
Activities
Suggested
Assessment(s)
Interactive Practice
SOL Teacher Plants
Plant Parts
The Great Plant Escape
Photosynthesis
Life Cycle of a Plant
Inside a Flower Experiment
Useful textbook resources:
Unit A Chapter 2 Lesson 6:
Plant Parts p. A66-79
Chapter 2 Lesson 7: Plant
Growth and Reproduction
p. A80 A91
Subject/Grade
Level:
Standard:
Overview:
4th Grade
Suggested
Pacing Period:
4-5 weeks
4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
This standard focuses on the basic life processes and anatomy of plants. It represents a more in-depth treatment of the plant structures
and the processes associated with plant reproduction. Photosynthesis is introduced in this standard. Closely related standards from
previous grades include K.6, 1.4, and 2.4. This standard also is closely connected with concepts presented in science standard 4.5. It is
intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key
concepts presented in this standard.
Essential Understandings
(Background Information for Instructor Use Only)
flowering plants. Pollination is the process by which
pollen is transferred from the stamens to the stigma.
Resources and
Activities
Suggested
Assessment(s)
Science
Grade Level(s):
FIRST QUARTER
SOL#
4.1
Terminology
Inference, prediction, experiment, hypothesis,
observation, conclusion, independent variable,
dependent variable, scientific method, procedure,
nature of science, quantitative data and qualitative
data
Speed, kinetic energy, potential energy, force,
friction, inertia
4.2
4.9
June 2012
SECOND QUARTER
SOL #
4.1
4.3
Watershed, natural resources, resources,
groundwater, ocean, lakes, reservoirs, bays, arable
land, aggregate, aquatic, nonrenewable, raw
materials, scenic, recreation, man-made resource,
hydropower, conservation, cultivate, finite
Date Completed:
4.5
Terminology
Inference, prediction, experiment, hypothesis,
observation, conclusion, independent variable,
dependent variable, scientific method, procedure,
nature of science
Current, circuit, conductors, insulators, series circuit,
parallel circuit, static electricity, lightening, mechanical
energy, magnetic force, magnet, magnetic field,
electromagnet, thermal energy, radiant energy,
mechanical energy
Organism, community, population, habitat, structural
and behavioral adaptations, producers, consumers,
decomposers, ecosystems, food chain, food chain,
food web, niche,
Science
Grade Level:
THIRD QUARTER
SOL #
4.1
4.7
TERMINOLOGY
Inference, prediction, experiment, hypothesis,
observation, conclusion, independent variable,
dependent variable, scientific method, procedure,
nature of science
Planet, astronomers, solar system
June 2012
FOURTH QUARTER
SOL #
4.1
4.4
4.8
Date Completed:
4.6
TERMINOLOGY
Inference, prediction, experiment, hypothesis,
observation, conclusion, independent variable,
dependent variable, scientific method, procedure,
nature of science,
Stamen, pistil, sepal, ovary, ovule, seed, spores,
chlorophyll, carbon dioxide, oxygen, sugar (glucose),
stigma, pollination, photosynthesis, dormancy,
fertilization
Temperature, pressure, front, cumulus clouds, stratus
clouds, cirrus clouds, atmosphere, meteorologists,
barometer, anemometer, rain gauge, thermometer,
thunderstorms, hurricanes, tornadoes