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Core Content and Skills
Science 4
2007-2008
BOE Approved 

Organizing Ourselves for Doing Science  Content   Skills  Knowledge of Scientists and what they do   Identify behaviors that promote inquiry and collaboration Discuss, describe and record what science means to them in their science journals List and/or demonstrate at least five safety procedures   Observation   Make scientific observations using their senses Describe their observation in written and/or picture form   Procedures   Follow procedures to observe and describe findings and results Modify procedures to be clearer and be more precise Describe their observations in written and/or picture form Share their findings with others and actively seek their interpretations and ideas   Predictions   Make predictions and revise them if necessary Conduct and investigation using steps as outlined by the Scientific Method and/or Lab Format(i.e. question, prediction, materials, procedure, results, conclusion). Record observations Write a conclusion   Measurement   Measure in metric units Record and state the measured amount and the unit used for measuring an object Using metric units, demonstrate how to correctly use a thermometer to measure temperature; a balance scale to measure mass (weight); a graduated cylinder to measure volume; and a ruler to do linear measurements   Investigation   Conduct an investigation using the steps of the scientific method Record their results and observations using a descriptive narrative as well as a bar graph Write a conclusion Determine average of data

Organizing Ourselves for Doing Science ( continued)  Content   Skills

Digestion, Nutrients, Food Chain and Food Webs  Content   Skills  Food Chains and Food Webs Digestion and the Food Pyramid   Define and diagram a food chain Define and diagram a food pyramid Define and create a food web Identify living things that are producers Classify animals according to the type of food they eat. (i.e. herbivores, carnivores, omnivores Identify and locate the bones of prey Observe and construct the skeletal structure of some prey of the owl Describe the food habits of a predator and how it digests food Make connections of what they observed to the food chain, food pyramid and food web Explain that the digestive tract is actually one long food tube where food passes through our body Describe the path that food travels through the digestive tract Identify the major organs of the digestive tract as the mouth, esophagus, stomach, small intestine, large intestine, and rectum Explain the role of the teeth in the process of digestion Identify four major types of teeth, their location in the mouth, and their functions in digestion Determine tht digestion begins in the mouth Distinguish the difference between mechanical digestion and chemical digestion Conclude that saliva in the mouth changes starch to sugar

Digestion, Nutrients, Food Chain and Food Webs  Content   Skills

Digestion, Nutrients, Food Chain and Food Webs  Content   Skills

Simple Machines  Content   Skills  Simple Machines Levers Wedges Wheel & axle Pulley Gears   Identify the fulcrum, load and effort of a lever. Construct a lever and demonstrate how it makes work easier Describe that to lift a heavy weight should be closer to the fulcrum Recognize that a lever does not mean you do less work, but rather that it makes it easier to move an object by applying less force Describe how a wedge is used to make work easier Give examples of 5 wedges used in everyday life Identify a wheel and axle as a simple machine Identify wheels and axles that are used in our everyday lives Demonstrate how wheels and axles make work easier Recognize that a pulley is a simple machine that facilitates the lifting of an object Draw and label the parts of a pulley Describe how the size of a large gear affects the number of turns of a smaller gear Describe how common tools make use of gears Describe the effect of the direction of one gear compared to another Identify and list the simple machines and tools used to help early settlers meet their daily needs Identify and label the simple machines found in a grist mill

Organization of the Earth  Content   Skills  Earthquakes Volcanoes Erosion Types of Rocks Igneous Sedimentary Metamorphic   Compare the apple model to what scientists believe are the main layers of Earth Create a clay model of the main labers of Earth research, identify and describe the Earth's layers and its properties identify reasons why it is believed that the continents were once joined together as one big super continent understand that the Earth's crust is broken into moving plates that fit together like puzzle pieces explain the theory of plate tectonics relate earthquakes, volcanoes and mountains to movement of the Earth's plates describe the Earth's outer layer, the crust, is broken into pieces called plates demonstrate the three types of plate movement using their hands as models demonstrate and describe the causes and effects of an earthquake identify that faults are where earthquakes occur relate some of the negative impacts of earthquakes on humans and other living things identify that mountains form in two ways by folding and faulting compare the different forces that cause mountains to form describe the difference between a folded mountain and a fault-block mountain recreate models of folded and fault-block mountains and differentiate between them identify that mountains can be formed by doming and volcanic action describe the differences between a domed mountain and a volcanic mountain demonstrate through modeling how domed mountains and volcanic mountains are formed