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Moberly Public Schools
Science
Science - Fourth Grade

Properties of Matter and Energy
Condensation and Evaporation
The learner will be able to recognize how changes in state (freezing, melting, condensation, evaporation) provide evidence that matter is made of particles too small to be seen. SC1, 1.6 11C5a.
Strand Bloom's Scope Hours Source Activities
Properties and Structure of Matter Comprehension, Analysis Introduce 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Activity- "How Energy Effects Evaporation". Test hypothesis of which paper towel will dry faster.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
VID 531 WHA What is energy. Wynnewood, PA: Schlessinger, Media 2000.
  
Electric circuit
The learner will be able to construct and diagram a complete electric circuit by using a source (battery), and means of transfer (wires), and a receiver (resistance bulbs, diodes, motors, and fans) SC1, 1.8 12A4a.
Strand Bloom's Scope Hours Source Activities
Forms and Sources of Energy Synthesis Master 5.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Use various materials in a simple circuit to show the difference between complete and incomplete.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab Scoring Guide [Textbook]
Elecricity Scoring Guide over circuits.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
Forms of energy. Parsippany, NJ: Silver Burdett Ginn, 1996. VID 530 ENE Energy. Marina Del Rey, CA: TMW Sales Company, 1992. 333.79 CAT Catherall, Ed. Exploring energy sources. Austin TX: Steck Vaughn, c1991. VID 338.4 MAG The magic school bus getting energized: using new energy sources. New York: Scholastic/Warner-Vision 1997. 537 CAT Catherall, Ed. Exploring electricity. Austin, TX: Steck Vaughn, 1989. 621.3 COL COle, Joanna. Magic school bus and the electric field trip. New York: Warwick Press, 1991. 621.31 BRY Bryant-Mole, Karen. Electricty. Crystal Lake, IL: Rigby Interactive ALibrary, c1997.
  
Transfer of energy
The learner will be able to observe and describe the evidence of energy transfer in a closed series circuit (eg brightness of light bulb, speed of motor). SC1, 1.6, 2.1 12A4b.
Strand Bloom's Scope Hours Source Activities
Forms and Sources of Energy Application Master 4.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Heat it Up! Lab Investigation
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab Write-Up [Textbook]
Graph data and analyse observations. Formal lab write up.
· Animals, Holt, Rinehart, and WInston, 2003, IMC [Textbook]
VID 531 TRA Transfer of Energy. Wynnewood PA: Schlessinger Media, 2000.
  
Circuits
The learner will be able to observe and describe the effects of different factors (ie number of receivers, numbers of batteries, kinds of transfer materials on the amount of energy transferred through a circuit. SC1, 1.8 12A4c.
Strand Bloom's Scope Hours Source Activities
Properties and Structure of Matter Application Master 5.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Use various materials in a simple circuit to show the difference between complete and incomplete.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
Forms of energy. Parsippany, NJ: Silver Burdett Ginn, 1996. VID 530 ENE Energy. Marina Del Rey, CA: TMW Sales Company, 1992. 333.79 CAT Catherall, Ed. Exploring energy sources. Austin TX: Steck Vaughn, c1991. VID 338.4 MAG The magic school bus getting energized: using new energy sources. New York: Scholastic/Warner-Vision 1997. 333.79 CAT Catherall, Ed. Exploring energy sources. Austin TX: Steck Vaughn, c1991. VID 338.4 MAG The magic school bus getting energized: using new energy sources. New York: Scholastic/Warner-Vision 1997. 537 CAT Catherall, Ed. Exploring electricity. Austin, TX: Steck Vaughn, 1989. 621.3 COL COle, Joanna. Magic school bus and the electric field trip. New York: Warwick Press, 1991. 621.31 BRY Bryant-Mole, Karen. Electricty. Crystal Lake, IL: Rigby Interactive ALibrary, c1997.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab/ Scoring Guide [Textbook]
Elecricity Scoring Guide over circuits.
  
Heating and cooling rates of soil/water
The learner will be able to classify types of materials (water, salt, sugar, iron filings, salt water) into substances or mixtures of substances by using their characteristic properties. SC1, 1.5, 1.6, 1.8 11A4c.
Strand Bloom's Scope Hours Source Activities
Forms and Sources of Energy Application Master 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Activity [Textbook]
Understanding Oceans
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Activity Scoring Guide [Textbook]
Scoring guide with activity
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
VID 531 WHA What is energy. Wynnewood, PA: Schlessing Media, 2000. 531 BAR Bardibm Jeutg, Exploring forces and structures. Austin, Tex.: Raintree Steck-Vaughn Library, c1992.
  
Temperature on air movement
The learner will be able to observe and describe how mixtures are made by combining solids or liquids or a combination or these. SC1, 1.5, 1.6, 1.8 11A4e.
Strand Bloom's Scope Hours Source Activities
Forms and Sources of Energy Comprehension Master 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Balloon- "Matter and Heat" - Use string and balloon with helium. Tie and mark spot of balloon. Heat with a dryer for 1 min. Measure spot of balloon again.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed response [Textbook]
Constructed response questions on what occurred and what predictions could be made about the effect of heat and cold on a gas.l
  
Conductors and Insulators
The learner will be able to classify materials as conductors or insulators of electricity when placed within a circuit. (eg wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water) SC1, 1.6 12A4d.
Strand Bloom's Scope Hours Source Activities
Energy Transfer Comprehension Master 1.0 Moberly Public School District #81(a) Classroom
  
Energy Transformation
The learner will be able to identify the evidence of energy transformations (temperature change, light, sound, motion, and magnetic effects) that occur in electrical circuits. SC1, 1.6 12C4a.
Strand Bloom's Scope Hours Source Activities
Energy Transfer Knowledge Master 1.0 Moberly Public School District #81(a) Classroom
  
Mixtures
The learner will be able to observe and describe how mixtures are made by combining solids and liquids or a combination of these. SC1, 1.1 11A4e.
Strand Bloom's Scope Hours Source Activities
Changes in Matter Knowledge Master 1.0 Moberly Public School District #81(a) Classroom
  
components in a Mixture
The learner will be able to distinguish between the components in a mixture. (eg trail mix, conglomerate rock, salad) SC1, 1.2 11A4f.
Strand Bloom's Scope Hours Source Activities
Changes in Matter Application Master 1.0 Moberly Public School District #81(a) Classroom
  
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Properties of Force and Motion
Speed
The learner will be able to explain an object's motion in terms of distance over time (speed). SC2, 1.8 21A4e.
Strand Bloom's Scope Hours Source Activities
Motion Knowledge Introduce 5.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Roll different size balls across the playground a certain distance. Using a stopwatch, record the time it takes the balls to travel that distance. Calculate the speed of each ball. (basketballl, soccerball, softball)
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed Response/Graphs [Textbook]
Answer constructed response questions on how to calculate speed. Make predictions on how the size of the ball affected the speed. Apply this information to the size of tires on cars and large trucks. Graph the data from the lab. Make sure to label axis and to give the graph a title.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
  
Kinetic and Potential Energy
The learner will be able to describe how unbalanced forces acting on an object changes it's speed, direction or motion, or both. SC2, 1.2, 1.6 22B4e.
Strand Bloom's Scope Hours Source Activities
Motion Comprehension Introduce 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Textbook [Textbook]
Reading chapter material. Utilize Hotwheel Cars to demonstrate the difference in Kinetic and Potential energy.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
VID 531 ENE Energy: potential and kinetic. Wynnewood, PA: Schlessinger Media, 2000.
  
Balanced and Unbalanced Forces
The learner will be able to recognize that balanced forces do not affect an object's motion. SC2, 1.6 22B4d.
Strand Bloom's Scope Hours Source Activities
Motion Knowledge Introduce 4.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, ****** [Textbook]
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
531.3 ORI Orii, Ejji, 1909- Simple science experiments with marbles. North American ed. Miwaukee, WI USA: Gareth Stevens, 1989.
  
Gravity
The learner will be able to determine the gravitational pull of the Earth on an object. SC2, 1.1 22A4b.
Strand Bloom's Scope Hours Source Activities
Forces Comprehension Introduce 1.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Textbook [Textbook]
Read section on gravity
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
531.6 DIS Disperzio, Michael A. Awesome experiments in force and motion. New York: Sterling Pub., c1998.
  
Friction
The learner will be able to identify friction as a force that slows down or stops a moving object that is touching another object. SC2, 1.1 22A4c.
Strand Bloom's Scope Hours Source Activities
Forces Knowledge Introduce 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Roll hotwheels on different substances. Discuss why sand is placed on icy roads.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed response [Textbook]
Constructed response questions on friction. Why friction is good and bad in a simple machine.
  
Increase or Decrease Friction
The learner will be able to compare the forces (measured by spring scales in Newton’s) required to overcome friction when an object moves over different surfaces (rough, smooth) . SC2, 1.1 22A4d.
Strand Bloom's Scope Hours Source Activities
Forces Application Master 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Discussion/Activity [Textbook]
Discuss the reason for lubrication within a complex machine such as a car. Rub hands together and observe that they get warm. The reason is the friction between the hands. Apply hand lotion and perform the same simple activity. Compare and contrast the observations.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed response [Textbook]
Predict how different materials will increase or decrease the effects of friction.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
VID 530 MAG The Magic school bus plays ball. Burbank, CA: Kidvision, 1995.
  
Mass and Friction
The learner will be able to explain how the mass of an object affects the force required to move it. SC2, 1.2 22B4g.
Strand Bloom's Scope Hours Source Activities
Forces Comprehension Master 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Spring scales moving weights
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Textbook [Textbook]
Chapter assessment
  
Force affects Motion
The learner will be able to explain how increasing or decreasing the amount of force on an object affects the motion of an object. SC2, 1.2 22B4f.
Strand Bloom's Scope Hours Source Activities
Forces Comprehension Master 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, ******* [Textbook]
  
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Changes in Ecosystems and Environment
Human activity
The learner will be able to identify examples in Missouri where human activity has had beneficial or harmful effect on organisms. (water and soil) SC4, 1.6 41C4a.
Strand Bloom's Scope Hours Source Activities
Populations and Ecosystems Knowledge Master 4.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Animals, Holt, Rinehart, and WInston, 2003, Discussion [Textbook]
Cause and effect chart on rainforest slash and burn practice. Discuss areas in Mo that have similar effects on the ecosystem. (coal mining, smoke stacks,leaving no wind breaks with farming practices, etc)
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Scoring Guide [Textbook]
Produce brochure or poster to raise awareness of environmental concerns associated with human activity in MO.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
  
Food Chains
The learner will be able to describe the flow of energy through a food chain beginning with the Sun. SC4, 4.142A3e.
Strand Bloom's Scope Hours Source Activities
Populations and Ecosystems Knowledge, Comprehension Introduce 5.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Activity [Textbook]
Research a common animal in MO. Draw a food chain to express their niche in the ecosystem. Play close attention to the arrow direction to express energy flow through the food chain.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Make a water food chain. The bucket of water at the start is the Sun. The water is energy. The sun passes energy to the first person in the chain. The plant passes the water to a herbivore which has one hole in their cup. This represents the energy lost to warm blooded, reproduction, and movement. The herbivore passes the energy to the omnivore which has two holes in its cup. The omnivore passes the energy to a carnivore. The carnivore has three holes in the cup. How much energy is at the end of the chain? Make several chains and have a water race.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Scoring guide [Textbook]
Given a list of living organisms, place them in a correct food chain. Make sure the arrows go in the correct directions. Constructed response on the prediction of possible consequences if one link in the chain is removed.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
577 KAL Kalman, Bobbie. What are food chains and webs? New York: Crabtree, 1998. VID 591.92 MAG The Magic School Bus gets eaten. New York: Dist by Kid Vision, c1995.
  
fossils
The learner will be able to observe and identify common fossils of Missouri to organism that or present in Missouri today. SC5, 1.6 43B4h.
Strand Bloom's Scope Hours Source Activities
Diversity and Adaptation Knowledge Master 1.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Second Grade Book Book, Macmillan/McGraw-Hill, 2003, Second Grade Big Book Units C-D [Textbook]
Students will read about fossils and how they form. Using Conservation Resources, students will be shown common fossils of Missouri.
  Assessment Resources
 
· Second Grade Big Book, Macmillan/McGraw-Hill, 2003, Second Grade Big Book Units C-D [Textbook]
Journal Writing: When shown a Missouri fossil- How do fossils form?
  
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Interaction of Earth's Systems
Rocks and Minerals
The learner will be able to identify ways humans affect erosion and deposition. SC5, 1.2 53B4a.
Strand Bloom's Scope Hours Source Activities
Geosphere Knowledge Master 6.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Classification sheet from lab
  
Mineral Identification
The learner will be able to identify minerals using color, texture, smell, luster, hardness, shape, and reaction to magnets. SC5, 1.2 MPS41.
Strand Bloom's Scope Hours Source Activities
Geosphere Knowledge Master 4.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
ID Rocks and minerals with rock streak test, magnets, observation of color, and acid test.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Scoring Guide [Textbook]
Identify unknown minerals using known tests.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
R 552 KEL Keller, W.D. The common rocks and minerals of Missouri. Columbia, MO: University of MO Press, 1961. R 552 SOR Sorrell, Charles A. Rocks and Minerals: a field guide introduction to the geology and chemistry of. New York: Racine, WS: Golden Press; western Pub,k c 1973.
  
Rock Types
The learner will be able to compare the physical properties of different types of rocks according to color, texture, and layering. SC5, 1.2 51A4b.
Strand Bloom's Scope Hours Source Activities
Geosphere Comprehension Introduce 4.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Review a poster of the rock cycle. Discuss and show rock samples of the three rock types.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Scoring Guide [Textbook]
Create a better poster of the rock cycle. Include examples and characteristics of each type.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
VID 552 TAK Take a look: Rocks. Onterio Education Communications, 1986. VID 552 ROC Rocks: the solid earth materials #2. El Dorado Hills, CA: 100% Educational Videos, 2000.
  
Earth's Layers
The learner will be able to identify the components of soil (eg plant roots debris, bacteria, fungi, worms, and types of rocks) and its properties (color, odor, resistance to erosion, texture, fertility, relative grain size, absorption rate). SC5, 1.4, 1.6 51A4a.
Strand Bloom's Scope Hours Source Activities
Geosphere Comprehension Master 5.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Using different colors of clay, create a soil profile
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Scoring Guide [Textbook]
Draw, illustrate, and label each layer of the model made.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
The Solid Earth. Parsippany, NJ: Silver Burdett Ginn, 1996.
  
Clouds and Fog
The learner will be able to recognize that clouds and fog are made of tiny droplets of water. SC5, 1.4, 1.6 51C3b.
Strand Bloom's Scope Hours Source Activities
Geosphere Comprehension Introduce 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed Response [Textbook]
Constructed response questions focusing in on the cause of earthquakes and volcanos and their relationship to plate movement.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Discussion [Textbook]
Shown maps of plates, discuss the cause of earthquakes and how volcanos form.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, IMC [Textbook]
551 CHA Charman, Andrew. Earth. Austin, TX: Raintree Steck-Vaughn, 1994.
  
Wind
The learner will be able to recognize that air is a substance that surrounds us, takes up space, and moves around as wind.. SC5, 3.1 51C3c.
Strand Bloom's Scope Hours Source Activities
Geosphere Knowledge Master 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Textbook [Textbook]
Read and discuss the causes of erosion and deposition.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed Response [Textbook]
Constructed Response questions with application to farming practices. Ex. Why does terracing help farmers prevent erosion of the soil on steep slopes? Show a picture of the terracing with a clear image that shows how it slows the rate of flow of water.
  
Erosion and Deposition
The learner will be able to describe how erosional processes (action of gravity, waves, wind, rivers, and glaciers) slowly causes surface changes that create and/or change land forms. SC5, 3.1 52A4d.
Strand Bloom's Scope Hours Source Activities
Geosphere Application Master 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Discussion/Textbook [Textbook]
Discuss how clearing the land leads to erosion. Talk about how grasslands have helped to hold the soil in place. Invite in guest speakers through the local Soil and Water Conservation Dept. located with the USDA Dept of Agriculture.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Scoring Guide [Textbook]
Given a description of a farming area, write a letter to the farmer giving him suggestions on some farming practices that will prevent soil erosion of this area. The description should include a steep slope and an area with no plants or vegetation on it,
  
Weathering Agents
The learner will be able to describe how weathering agents (water, temperature, wind, and plants) slowly cause surface changes that create and/or change landforms. SC5, 1.4, 1.6 52A4c.
Strand Bloom's Scope Hours Source Activities
Geosphere Application Introduce 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Discussion [Textbook]
Build a cube of sugar cubes. Blow the cube with a fan and observe that particles of sugar are blown away. Drip water on to the cube and watch how it weathers into a cave structure. Use this to lead to a discussion of weathering. Refer back to the rock cycle and sedimentary rock formation.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed Response [Textbook]
Constructed response questions about weathering. Ex. Why does a crack in a rock in MO cause the rock to weather faster than if it was solid?
  
Major Landforms
The learner will be able to identify the major landforms on earth (eg mountains, plains, oceans, river valleys, coastlines, and canyons). SC5, 1.4, 1.6 52A4b.
Strand Bloom's Scope Hours Source Activities
Geosphere Knowledge, Comprehension Introduce 2.0 Moberly Public School District #81(a) Classroom
  
Decomposition
The learner will be able to observe and describe the break down of plants and animal material into soil through decomposition processes. SC5, 3.1 52A4a.
Strand Bloom's Scope Hours Source Activities
Geosphere Knowledge, Analysis Master 3.0 Moberly Public School District #81(a) Classroom
  
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Processes of Scientific Inquiry
Questions
The learner will be able to formulate testable questions. SC7, 1.1, 1.2 71A4a.
Strand Bloom's Scope Hours Source Activities
Science Inquiry Comprehension Introduce 3.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Formulate an experiment on common items by using the four question strategy method. The experiment can be done as a class project.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed Response [Textbook]
List the four questions used with the four question strategy method.
  
Testing Questions
The learner will be able to conduct a fair test to answer a question. SC7, 1.1, 1.2 71A4b.
Strand Bloom's Scope Hours Source Activities
Science Inquiry Analysis Introduce 5.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
Class experiment preformed from ideas generated with the four question strategy method. Class should generate a testable question before they begin.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab journal [Textbook]
Lab Journal should include the testable question generated from discussion.
  
Simple Tools
The learner will be able to observe, using simple tools and equipment (hand lenses, magnets, thermometers, metric rulers, graduated cylinders, balances, etc). SC7, 1.4, 1.8 71B4b.
Strand Bloom's Scope Hours Source Activities
Science Inquiry Knowledge Introduce 1.5 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
During rock and mineral testing, students will correctly use simple tools to conduct the identification tests.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Constructed Response [Textbook]
Students will answer constructed response questions on which simple tool should be used to obtain certain information. Ex. If you want to view the size and shape of the particles making up a soil sample, you would need to use what tool?
  
Measurement
The learner will be able to measure length to the nearest centimeter, mass to the nearest gram, and temperature to the nearest degree Celsius SC7, 1.4, 1.8 M 71B4c/71B4d/71B4e .
Strand Bloom's Scope Hours Source Activities
Science Inquiry Application Introduce 5.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
In a lab situation, students will measure the length of an item to the nearest centimeter.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab test [Textbook]
Students will correctly measure several objects and record the measurements to the nearest centimeter.
  
Predictions
The learner will be able to make prediction supported by scientific knowledge. SC7, 1.6, 3.5, 4.1 71D4c.
Strand Bloom's Scope Hours Source Activities
Science Inquiry Analysis Introduce 4.0 Moberly Public School District #81(a) Classroom
  Instructional Resources
 
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Lab [Textbook]
During the class experiment, students will make a prediction of what will occur during the experiment. Students should state their prediction before the experiment begins in their journal.
· Science Fourth Grade, Macmillian/McGraw Hill, 2002, Scoring Guide [Textbook]
Prediction should be listed before the experiment begins and should be stated clearly and describe what the students expects to observe throughout the experiment.
  
Investigations
The learner will be able to communicate the procedures and results of investigations and explanations through: verbal explanations, drawings, data tables, graphs, and writings. SC7, 1.8, 2.1 71E4a.
Strand Bloom's Scope Hours Source Activities
Science Inquiry Application Introduce 2.0 Moberly Public School District #81(a) Classroom
  
Judge
The learner will be able to judge whether measurements and computations of quantities are reasonable. SC7, 1.4, 1.8 71B4g.
Strand Bloom's Scope Hours Source Activities
Science Inquiry Evaluation Master 5.0 Moberly Public School District #81(a) Classroom
  
Evidence
The learner will be able to analyze whether evidence supports proposed explanations. SC7, 1.6 71D4d.
Strand Bloom's Scope Hours Source Activities
Science Inquiry Evaluation Master 3.0 Moberly Public School District #81(a) Classroom
  
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Interactions of Living Organisms
Plant Needs
The learner will be able to describe the basic needs of most plants (air, water, light, nutrients, and temperature). SC3, 1.4 31A3a.
Strand Bloom's Scope Hours Source Activities
Characteristics of Organisms Knowledge Master 3.0 Moberly Public School District #81(a) Classroom
  
Life Cycles
The learner will be able to recognize that plants progress through life cycles of birth, growth, and development, reproduction, and death. SC3, 1.6, 1.8 31B3a.
Strand Bloom's Scope Hours Source Activities
Characteristics of Organisms Comprehension Master 3.0 Moberly Public School District #81(a) Classroom
  
Flowering Plants
The learner will be able to observe and describe the life cycle of a flowering plant. SC3, 1.3 31B3b.
Strand Bloom's Scope Hours Source Activities
Characteristics of Organisms Knowledge Master 2.0 Moberly Public School District #81(a) Classroom
  
Stage of a Flowering Plant
The learner will be able to sequence and describe the stages in the life cycle of a flowering plant. SC3, 1.6 31B3c.
Strand Bloom's Scope Hours Source Activities
Characteristics of Organisms Knowledge Master 3.0 Moberly Public School District #81(a) Classroom
  
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Impact of Science, Technology
Problem Solving
The learner will be able to identify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction stories of individuals solving everyday problems or learning through discovery). SC8, 3.1 83AK-5d.
Strand Bloom's Scope Hours Source Activities
Nature of Technology Synthesis, Evaluation Master 4.0 Moberly Public School District #81(a) Classroom
  
Human Problems
The learner will be able to recognize that some objects occur in nature (natural objects); others have been designed and made by people to solve human problems and enhance the quality of life (manmade objects). SC8 3.2 81AK-5d.
Strand Bloom's Scope Hours Source Activities
Nature of Technology Analysis Master 4.0 Moberly Public School District #81(a) Classroom
  
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