Standard 5.1 Scientific Processes

All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.

Big Idea: Science is a way of thinking about and investigating the world in which we all live.

5.1 A. Habits of Mind

Essential Questions

Enduring Understandings

- What constitutes evidence?
- When do you know you have enough and the right kind of evidence?
- How can this result be best justified and explained to others?

- Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying explanations.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.        Raise questions about the world around them and be willing to seek answers through making careful observations and experimentation.

Instructional/Assessment Focus:
􀂃 The quality of a student’s response to the question “How do you know?” is important.
􀂃 Teacher models supporting claims with reasons for students.
􀂃 Introduce reasoning by analogy. Analogies should be simple and obvious at first, and attention should focus on how the analogy is similar to or different from what is being studied.
􀂃 Scientists may have different explanations for the same set of observations which lead to making more observations to resolve the differences.

Suggested Instructional/Assessment Strategies:
Students:
􀂃Offer reasons for their findings and consider reasons suggested by others.
􀂃Seek better reasons for believing something other than “Everybody knows that…” or “I just know” and discount such reasons when given by others.
􀂃 Support their reasoning statements with facts found in books, articles, and electronic resources, identify the sources used, and expect others to do the same.
􀂃 Keep notebooks that describe observations (plants, class pets, aquarium, playground, etc.). Students should be able to distinguish observation from ideas and speculations about what is being observed. Students’ notes should be clear and comprehensive enough that they are understandable weeks or months after the observations are recorded.

Sample Assessment Item:
1. A geologist wrote many books on how rivers affect land. The geologist described detailed observations made over a long time.
Why do scientists record details about scientific observations?
A. to prove that scientists work hard
B. to make science books more interesting
C. to make people want to read about science
* D. to provide evidence that supports conclusions

 2.        Keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later.

3.         Recognize that when a science investigation is replicated, very similar results are expected.

4.         Know that when solving a problem it is important to plan and get ideas and help from other people.

5.1 B. Inquiry and Problem Solving

Essential Questions

Enduring Understandings

- What makes a question scientific?

- Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying explanations.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Develop strategies and skills for information–gathering and problem-solving, using appropriate tools and technologies.

Instructional/Assessment Focus:
• Students use simple instruments such as:
􀂃 Rulers to measure length, height, and depth of objects and materials;
􀂃 Thermometers to measure temperature;
􀂃 Watches to measure time;
􀂃 Balances and spring scales to measure weight and force, and
􀂃 Hand lenses to observe finer details of plants, animals, rocks, and materials.
• Students also develop skills using computers, probe ware, and calculators when conducting investigations.

Suggested Instructional/Assessment Strategy:
•  Recognize when comparisons might not be valid because some conditions are not kept the same.

Sample Assessment Items:
1. Mrs. Henderson’s class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box with pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Without opening the boxes, describe what the students should do to get the best information about what is inside each box.
2. One hot sunny day, Sally left two buckets of water out in the sun. The two buckets were the same except that one was black and one was white. At the end of the day, Sally noticed that the water in the black bucket felt warmer than the water in the white bucket.

Sally wondered why this happened, so the next day, she left the buckets of water out in the hot sun again. She made sure that there was the same amount of water in each bucket. This time she carefully measured the temperature of the water in both buckets at the beginning of the day and at the end of the day. The pictures below show what Sally found.

• What changes do you see?
• Tell why the changes happened.

3. A student asks, “Does the size of the wheels affect how far toy cars roll on the floor?”

The student hypothesizes that toy cars with large wheels roll farther.
• Describe how the student can set up an investigation of his hypothesis.
• Describe how the student can collect data to support his hypothesis.

2.        Identify the evidence used in an explanation.

5.1 C. Safety

Essential Questions

Enduring Understandings

- What does Safety First demand of us in each setting?
- What rules are general and what are situation-specific?

- Safety first!

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Recognize that conducting science activities requires an awareness of potential hazards and the need for safe practices.

Instructional/Assessment Focus:
􀂃 Students are coached in developing a proactive approach to safety.
􀂃 Students engage safely in investigations inside and outside the classroom.

2.         Understand and practice safety procedures for conducting science investigations.

Standard 5.2 Science and Society

.All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.

Big Idea: Science is a way of thinking about and investigating the world in which we all live.

5.2 A. Cultural Contributions

Essential Questions

Enduring Understandings

- What do we mean in science when we say that we stand on the shoulders of giants?

- Understanding the development of scientific ideas is essential for building scientific knowledge.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Describe how people in different cultures have made and continue to make contributions to science and technology.

Instructional/Assessment Focus:
As students study science, they should be aware of the historical context that has impacted the development of various scientific theories and that the body of scientific knowledge is constantly changing. It is not expected that students memorize the specific contributions of individual scientists, but rather that they appreciate the context of scientists’ work and how it has impacted what we know about the world in which we live.

5.2 B. Historical Perspectives

Essential Questions

Enduring Understandings

- How do science and technology influence each other?

- Technology evolves at an ever accelerating pace based on the needs and wants of society, and is influenced by cultural, political, and environmental values and constraints.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Hear, read, write, and talk about scientists and inventors in historical context.

Standard 5.3 Mathematical Applications

All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories.

Big Idea: Science cannot be practiced or learned without appreciation of the role of mathematics in discovering and expressing natural laws. Tables, graphs, and equations are alternative ways of representing information or relationships, each with advantages and disadvantages.

5.3 A. Numerical Operations,

Essential Questions

Enduring Understandings

- How do we use mathematics to model objects, events and relationships in science?

- Mathematics is a tool used to model objects, events, and relationships in the natural and designed world.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Determine the reasonableness of estimates, measurements, and computations of quantities when doing science.

Instructional/Assessment Focus:
􀂃 Students use estimation to determine the reasonableness of measurements, and computations, whether done using pencil and paper or calculators.

Suggested Instructional/Assessment Strategy:
􀂃 Incorporate estimation in measurement activities (e.g., estimate before measuring).

2.         Recognize and comprehend the orders of magnitude associated with large and small physical quantities. 

3.         Express quantities using appropriate number formats, such as:

                ·        integers.

                ·        fractions.

Instructional/Assessment Focus:
􀂃 How a number is written says something about how precise the measurement was made.
􀂃 Specifying the unit of measurement is always necessary.
􀂃 These principles can be treated as general ideas and obvious examples can be provided. Teachers should not require the memorization of sophisticated rules.

5.3 B. Geometry and Measurement

Essential Questions

Enduring Understandings

- How do we use mathematics to model objects, events and relationships in science?

- Mathematics is a tool used to model objects, events, and relationships in the natural and designed world.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Select appropriate measuring instruments based on the degree of precision required.

Instructional/Assessment Focus:
􀂃 Measurements are likely to yield slightly different numbers, even if what is being measured stays the same.

2.         Use a variety of measuring instruments and record measured quantities using the appropriate units.

Instructional/Assessment Focus:
􀂃 When recording and reporting measurements, it is important for students to include the units. Three degrees Fahrenheit is different from three centimeters and three miles is different from three miles per hour.

Suggested Instructional/Assessment Strategy:
􀂃 Students use, thermometers, watches, balances, spring scales, hand lenses, probe ware and/or computers, to take and record measurements. (height of plants over time, temperature of water in an aquarium, outdoor temperature, wind speed, etc).

5.3 C. Patterns and Algebra

Essential Questions

Enduring Understandings

- How do we use mathematics to model objects, events and relationships in science?

- Mathematics is a tool used to model objects, events, and relationships in the natural and designed world.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Identify patterns when observing the natural and constructed world

5.3 D. Data Analysis and Probability

Essential Questions

Enduring Understandings

- How do we use mathematics to model objects, events and relationships in science?

- Mathematics is a tool used to model objects, events, and relationships in the natural and designed world.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Use tables and graphs to represent and interpret data.

Standard 5.4 Nature And Process Of Technology

All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.

Big Idea: The study of science and technology is interrelated, and as such, can assist in solving problems.

5.4 A. Science and Technology

Essential Questions

Enduring Understandings

- How do science and technology influence each other?

- The development of technology and advances in science are mutually supportive in driving innovation in both fields.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Distinguish between things that occur in nature and those that have been designed to solve human problems.

Instructional/Assessment Focus:
􀂃 Through science and technology, a wide variety of materials that do not appear in nature have become available, ranging from steel to nylon to liquid crystals.

5.4 B. Nature of Technology

Essential Questions

Enduring Understandings

- Are there ways to circumvent physical and social constraints when using technology?

- Physical constraints and social values play a role in limiting the use of technology to solve problems.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Demonstrate how measuring instruments are used to gather information in order to design things that work properly.

5.4 C. Technological Design

Essential Questions

Enduring Understandings

- How is the overarching concept of systems related to design and technology?

-  Thinking systematically means looking for the relationships between parts.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Describe a product or device in terms of the problem it solves or the need it meets.

2.         Choose materials most suitable to make simple mechanical constructions.

3.         Use the design process to identify a problem, look for ideas, and develop and share solutions with others.

Standard 5.5 Characteristics of Life

All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life.

Big Idea: The natural world is defined by organisms and life processes which conform to principles regarding conservation and transformation of matter and energy. Knowledge about life processes can be applied to improving human health and well being.

5.5 A. Matter, Energy, and Organization in Living Systems

Essential Questions

Enduring Understandings

- How is matter transformed, and energy transferred/transformed in living systems?

- All organisms transfer matter and convert energy from one form to another.
- Both matter and energy are necessary to build and maintain structures within the organism.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.        Identify the roles that organisms may serve in a food chain.

Instructional/Assessment Focus:
• A source of energy is needed for all organisms to stay alive and grow.
• Almost all kinds of an animal’s food can be traced back to plants and ultimately to sunlight.
• Insects and various other organisms depend on dead plant and animal material for food.

Suggested Instructional/Assessment Strategy:
• Pick any food product (e.g., cookies, cereal, beef jerky) and trace the energy therein back to the sun.

Sample Assessment Items:
1. Which organisms in the pond ecosystem break down dead plants and animals?
A. green algae
* B. bacteria
C. water lily
D. frogs

2. Tell why it is important for dead animals and plants in the pond ecosystem to be broken down.

4. A class observed that grasshoppers, frogs, mice, snakes, and owls in a grassy field are all part of the same food web. Students combined their observations of what the organisms eat in the table.

• Draw a food web with four of these organisms and be sure to label each organism with its name.
• Draw arrows to trace the energy flow among the organisms.

2.         Differentiate between the needs of plants and those of animals.

Instructional/Assessment Focus:
• Plants and animals both need to take in water, and animals need to take in food. In addition, plants need light.
• A source of “energy” is needed for all organisms to stay alive and grow.

3.         Recognize that plants and animals are composed of different parts performing different functions and working together for the well being of the organism.

Instructional/Assessment Focus:
•Each plant and animal has different structures that serve different functions in growth, survival, and reproduction.

Suggested Instructional/Assessment Strategies:
• Compare and contrast structures that have similar functions in various organisms (e.g., eyes, ears, mouths). Explain that the function of the structure is similar although the structures may have different physical appearances (e.g., compare eyes of an owl with the eyes of a crayfish).
• Observe and identify structures of plants and describe the function of each structure.

Sample Assessment Items:
1. How do most fish get the oxygen they need to survive?
A.They take in water and break it down into hydrogen and oxygen.
*B. Using their gills, they take in oxygen that is dissolved in water.
C. They get their oxygen from the food they eat.
D. They come to the surface every few minutes to breathe air into their lungs.

Look at the pictures of deer below to answer question 2.

4.         Describe the basic functions of the major systems of the human body including, but not limited to:

·        digestive system

·        circulatory system

·       respiratory system

·       nervous system

·        skeletal system

·        muscular system

·        reproductive system

5.5 B. Diversity and Biological Evolution

Essential Questions

Enduring Understandings

- How are organisms of the same kind different from each other?
- How does this help them reproduce and survive?

- Organisms are grouped in taxonomy based upon similarity.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Develop a simple classification scheme for grouping organisms.

2.         Recognize that individuals vary within every species, including humans.

Instructional/Assessment Focus:
• Individuals of the same kind differ in their characteristics, and sometimes differences give individuals an advantage in surviving and reproducing.

Suggested Instructional/Assessment Strategy:
• Select two parents from known breeds of dogs, which if used for breeding, would potentially produce a mix of desired traits, such as a dog that herds and fetches.

5.5 C. Reproduction and Heredity

Essential Questions

Enduring Understandings

- How does the understanding of manipulation of genetics, reproduction, development and evolution affect the quality of human life?

- The structural and functional characteristics of an organism determine their continued survival over time under changing environmental conditions.

Areas of Focus/Cumulative Progress Indicators

Comments and Examples

By the end of Grade 4:

1.         Identify different stages in the lives of various organisms.