Grade+4+Map

Grade Level:4 Topic: Erie-Plant Growth & Development look at dry lima bean, predict what will happen to soaked bean |||| Activity Sheet 1 Dry bean ||  ||   ||
 * **NYS Standard** |||||| 4 The Physical Setting or Living Environment |||||| **Time Frame/Duration: November-January** ||
 * **Content Key Idea:** |||||||||||| (1) Living things are both similar to and different from each other and from nonliving things. (3) Individual organisms and species change over time. (4) The continuity of life is sustained through reproduction and development. (5) Organisms maintain a dynamic equilibrium that sustains life. (6) Plants and animals depend on each other and their physical environment. ||
 * **Performance Indicator:** |||||||||||| 1.1, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2 ||
 * **Vocabulary** |||||||||||| Abdomen, cotyledon, embryo, fertilize, flower, fruit, Germinate, germination, grow, harvest, head, leaf, life cycle, life span, offspring, petal, pistil, pollen, pollination, population, root, seed, sepal, species, soil, stamen, stem, structure, thorax, thresh. ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * **Sort and classify assorted bean seeds.** || M || Lab Manual Pg. 1-2 |||| Text A6-A7, enlarge lab manual ||  ||   ||
 * 4 parts of a seed and their function (3.1b) || M || Draw picture. on board,
 * Observe properties of soaked beans. (3.1b) || M || Bar graphs comparing two beans, take off seed coat and explore |||| Activity Sheet 1 Soaked bean ||  ||   ||
 * Plants grow from seeds (1.2a) || M || Plant seeds from kit, discuss irrigation |||| Kit ||  ||   ||
 * Group plants in two groups (3.1c) || M || Read From Seed to Plant by Allan Powler |||| Text A8,A9 ||  ||   ||
 * Plants that make seeds (3.1c) || M || graphic organizer, plant collage |||| Text A10-A14 ||  ||   ||
 * Plants that do not make seeds (3.1c) || M || graphic organizer, plant collage |||| Text A10-A14 ||  ||   ||
 * The mature stage of a flowering plants life cycle (4.1d) || M || Measure Plants, life cycle cards |||| observation sheet lesson 6, kit || Chap A1 Lesson 1 assessment ||  ||
 * The parts and function of plant (3.1c) || M || Model flower with tissue paper, observe and measure plant |||| Text A15-A17, Lesson 7 activity sheet 3 ||  ||   ||
 * The four parts of a flower and the function(3.1b, 5.1b) || M || label parts of a flower, observe and measure plant |||| Text A16, Parts of a flower workshop ||  ||   ||
 * Flowers with fewer than four parts produce seeds (3.1b, 5.1b) || M || Measure and record, label parts and functions of flower on board |||| Text A18 || Chap A1 Lesson 2 assessment ||  ||
 * Pollinate flowers with bees (6.1a) || M || Diagram of a bee/model ||||  ||   ||   ||
 * Pollination (6.1a) || M || self pollinate and cross pollinate flowers, graphic organizer |||| Text A19 ||  ||   ||
 * Fertilization (6.1a) || M || Pollinate flowers and record observations, graphic organizer |||| Text A20-A23 || Chap A1 Lesson 3 assessment ||  ||
 * Plants grow from seeds (1.1a, 1.1b, 4.1d) || M || Transparency 1 worksheet |||| A26-A28, Transparency 1 || A32-A33 ||  ||
 * ||  ||   ||||   || Chapter Test ||   ||
 * ||  ||   ||||   || Chapter Test ||   ||

=Topic: Monroe-Magnets= Kit manual pg. 12 &17 || Chap B3 lesson 3 assessment, SW prove that compass needles are magnets., SW discover that the south magnetic pole of the earth is near earth's north geographic pole. ||  ||
 * **NYS Standard** |||||| 4 Physical Setting and Living Environment |||||| **Time Frame/Duration: March/ April** ||
 * **Content Key Idea:** |||||||||||| (3) Matter is made up of particles whose properties determine the observable characteristics of matter and its reactvity. (4) Energy exists in many forms, and when these forms change energy is conserved. (5) Energy and matter interact through forces that result in changes in motion. (7) Human decisions and activities have had a profound impact on the physical and living environment. ||
 * **Performance Indicator:** |||||||||||| 3.1, 3.2, 4.1, 5.1, 5.2, 7.1 ||
 * **Vocabulary** |||||||||||| compass, electromagnet, generator, geographic north pole, magnet, magnetic field, magnetic north pole, magnetic pole, magnetism, permanent magnet, pole, temporary magnet ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * **What is Magnetism? (5.1e)** || M || Kit -What moves money? |||| Text B74, 75 || Students will participate in planning a Model for Problem Solving for Magnets. ||  ||
 * How magnets act (5.1b) || R || kit- attraction activity, when magnets interact activity, magnetic field activity, another look at poles activity |||| Text B74, 75 || Students will test objects to see which interact with a magnet, students will use iron filings to observe the fields of interacting magnets, students will observe magnetic fields revealed by iron filings, SW observe the magnetic field within magnets ||  ||
 * Force of gravity pulls toward the center of the Earth (5.1c) || R || Kit- compasses activity, Where in the World? activity, Making a compass activity |||| Text B76, 77
 * Magnetism can affect objects through gases, liquids, and solids. (5.2a) || M || Kit-Just passing through activity |||| Kit manual pg. 13 || SW test materials to see if magnetism will pass through them. ||  ||
 * The force of magnetism on objects (3.1c, 5.2b) || M || Kit- How Strong? activity, making magnets activity. |||| Kit manual pg. 14&15 || SW make magnets, SW make and use their own plans for testing the strength of magnets. ||  ||
 * Changes in magnetism (3.2c) || M || Kit- Demagnetizing activity |||| Kit manual pg. 16 || SW demagnetize a magnetized piece of paper clip by dropping it and heating it. ||  ||
 * Magnets in our lives (7.1b) || R || Kit- Magnet Hunt Activity |||| Kit manual pg. 18 || SW list ways we use magnets in everyday life. ||  ||

=Topic:Human Body-Digestive System= (5) Organisms maintain a dynamic equilibrium that sustains life. ( ||
 * **NYS Standard** |||||| 4 The Living Environment |||||| **Time Frame/Duration: May** ||
 * **Content Key Idea:** |||||||||||| (1) Living things are both similar to and different from each other and from nonliving things.
 * **Performance Indicator:** |||||||||||| 1.2, 5.1, 5.3 ||
 * **Vocabulary** |||||||||||| digestion, enzyme, esophagus, indigestion, intestine, large intestine, mouth, nutrients, saliva, small intestine, stomach, teeth ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * **Job of the digestive system (1.2a, 5.1a)** || M || Digestive system puzzle |||| Text D8 ||  ||   ||
 * Steps in Digestion (5.1a) || M || Role Play digestive system process |||| Text D9-D12 || Chap. D1 lesson 1 assessment ||  ||
 * Problems of the digestive system (5.1a, 5.3a, 5.3b) || M || Body book and movie |||| Text D36, 37 ||  ||   ||
 * Prevent digestive problems (5.1a, 5.3a, 5.3b) || M ||  |||| Text D 38, 39 || Chap. D2 lesson 1 assessment, vocab quiz ||   ||
 * ||  ||   ||||   || Test/ teacher made ||   ||

=Topic: Light=
 * **NYS Standard** |||||| 4 The Physical Setting |||||| **Time Frame/Duration: June** ||
 * **Content Key Idea:** |||||||||||| (4) Energy exists in many formsm and when these forms change energy is conserved. ||
 * **Performance Indicator:** |||||||||||| 4.1 ||
 * **Vocabulary** |||||||||||| absorb, concave lens, convex lens, opaque, reflect, translucent, transmit, transparent, visible spectrum, wavelength ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * **Visible light and its sources (4.1d)** || M ||  |||| B94, 95 ||   ||   ||
 * light waves (4.1d) || M ||  |||| B96, 97 || Chap. B4 lesson 1 assessment ||   ||
 * different materials and light (4.1d) || M || explore light through different materials |||| B98-99 ||  ||   ||
 * mirrors and light/how light bends (4.1d) || M ||  |||| B100-103 || Chap. B4 lesson 2 assessment ||   ||

=Topic: Erie-Electrical Circuits=
 * **NYS Standard** |||||| 4 The Physical Setting |||||| **Time Frame/Duration: January-March** ||
 * **Content Key Idea:** |||||||||||| (4) Energy exists in many forms, and when these forms change energy is conserved. ||
 * **Performance Indicator:** |||||||||||| 4.1, 4.2 ||
 * **Vocabulary** |||||||||||| Acid, base, battery, bulb, circuit, circuit breaker, closes circuit, conduct, conductor, terminal, electricity, electric current, electric field, energy, filament, fuse, insulator, observation. ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||

=Topic: Work and Energy=
 * **NYS Standard** |||||| 4 The Physical setting |||||| **Time Frame/Duration: January** ||
 * **Content Key Idea:** |||||||||||| (3) Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. (4) Energy exists in many forms, and when these forms change energy is conserved. ||
 * **Performance Indicator:** |||||||||||| 3.1, 3.2, 4.1 ||
 * **Vocabulary** |||||||||||| Balance, boiling point, chemical change, chemical energy, chemical property, complex machine, compound, compound machine, condensation, dissolves, electrical energy, element, energy, evaporation, force, freezing point, friction, gas, graduated cylinder, gravity, inertia, kinetic energy, liquid, mass, matter, mechanical energy, melting point, mixture, molecule, PH, physical change, physical property, potential energy, properties, simple machines, solid, solution, substance, variable, volume, weight, width, work ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * **what is matter (3,1a, 3.1b, 3.1c, 3.2a)** || R || make a mixture such as a trail mix, make a solution such as kool-aid |||| Text B8-11 || Chap. B1 lesson 1 assessment ||  ||
 * How are length and volume measured (3.1c, 3.1d) || M || have students place small objects in graduated cylinder to find the amount of water they displace, measure the length of objects using the metric system |||| Text B12-B15 || Chap. B1 lesson 2 assessment ||  ||
 * measuring mass and density (3.1c, 3.1d) || M || students use balance to find the mass of objects in metric units, mix syrup, water and oil students watch as the 3 separate |||| Text B16-B19 || Chap. B1 lesson 3 assessment ||  ||
 * Physical Changes (3.2b,3.2c) || M ||  |||| Text B22-25 || Chap. B1 lesson 4 assessment ||   ||
 * Chemical Changes (3.2b, 3.2c) || M || make pancakes with students |||| Text B26-29 || Chap. B1 lesson 5 assessment ||  ||
 * ||  ||   ||||   || Chap. B1 Test ||   ||
 * How do forces affect motion (5.1a, 5.1b, 5.1c, 5.1d) || R ||  |||| Text B36-39 || Chap. B2 lesson 1 assessment ||   ||
 * Energy affects motion (4.1b, 5.1a, 5.1b) || M || model and discuss different types of energy, changes in forms of energy |||| Text B42-45 || Chap. B2 lesson 2 assessment ||  ||
 * work (4.1b) || M || brainstorm examples of work |||| Text B 48 ||  ||   ||
 * Simple Machines (5.1f) || M || interactive websites |||| Text B50, 51 ||  ||   ||
 * Compound and Complex Machines || I ||  |||| Text B52, 53 || Chap. B2 lesson 3 assessment ||   ||
 * ||  ||   ||||   || Chapter B2 test ||   ||

=Topic: Monroe-Crayfish/Animal Behavior=
 * **NYS Standard** |||||| 4 The Living Environment |||||| **Time Frame/Duration: September-December** ||
 * **Content Key Idea:** |||||||||||| (1) Living things are both similar to and different from each other and from nonliving things. (2) Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. (3) Individual organisms and species change over time. (4) The continuity of life is sustained through reproduction and development. (5) Organisms maintain a dynamic equilibrium that sustains life. (6) Plants and animals depend on each other and their phsical environment. (7) Human decisions and activities have had a profound impact on the physical and living environment. ||
 * **Performance Indicator:** |||||||||||| 1.1, 2.1, 2.2, 3.1, 3.2, 4.1, 5.1, 5.2, 6.1, 6.2, 7.1 ||
 * **Vocabulary** |||||||||||| <span style="color: rgb(255, 0, 0);">abdomen, adaptation, antenna, appendage, arthropod, camouflage, carapace, carnivores, cephalothorax, characteristics, consumers, crustacean, decapod, decomposers, defense mechanism, dominant, energy, environment, extinct, exoskeleton, eye, food chains, food web, gills, habitat, herbivores, hibernate, inferences, inherit, mandibles, maxillae, maxillipeds, migration, molting, non-living, observation, omnivores, organism, pincers, predator, prey, producers, regeneration, reproduce, reproduction, response, rostrum, scavenger, stimulus, survival, swimmerets, tail, territory, thorax, trait. ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||

=Topic: Electricity= Science Text ||  ||   || Science Text || Lesson Assessment 1 ||  ||
 * **NYS Standard** |||||| 4 The Physical Setting |||||| **Time Frame/Duration: January-March** ||
 * **Content Key Idea:** |||||||||||| (4) Energy exists in many forms, and when these forms change energy is conserved. ||
 * **Performance Indicator:** |||||||||||| **4.1** Describe a variety of forms of energy and the changes that occur in objects when they interact with those forms of energy. **4.2** Observe the way one form of energy can be transferred into another form of energy present in common situations. ||
 * **Vocabulary** |||||||||||| Acid, base, battery, bulb, circuit, circuit breaker, closes circuit, conduct, conductor, terminal, electricity, electric current, electric field, energy, filament, fuse, insulator, observation. ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * 3.1c Objects have properties that can be observed, described, and/or measured. || I || *Discuss safe practices when dealing with electricity
 * Write on Pg 2 in student activity book
 * Read B70-B71 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books,
 * 4.1d Energy and matter interact 3.1e The material an object is made up of determines specific properties of the object. || I || *Pg B62 lab with balloons, done whole group
 * Discuss and read B64-B67 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books,
 * 3.1e The material an object is made up of determines specific properties of the object 4.1b Energy can be transferred from one place to another. 4.1e Electricity travels in a closed circuit. || I || *Make simple circuits Pg 3 and 4 in student activity book
 * Discuss what is in a bulb |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books || Quiz #1 ||  ||
 * 4.1e Electricity travels in a closed circuit. 4.2a Everyday events involve one form of energy being changed to another. || I || *Battery holders, bulb holders, switches Pg 5 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books ||  ||   ||
 * 4.1e Electricity travels in a closed circuit. || I || *Secret language Pg 5 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books ||  ||   ||
 * 3.1e The material an object is made up of determines specific properties of the object 4.2a Everyday events involve one form of energy being changed to another. 4.1e Electricity travels in a closed circuit. || I || *Polarity review using circuits, Pg 7 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books || Electricity Quiz #3 ||  ||
 * 4.1b Energy can be transferred from pone place to another. 3.1e The material an object is made up of determines specific properties of the object 4.1a Energy exists in various forms. || I || *Series circuit and parallel circuit Pg 8 and 9 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books ||  ||   ||
 * 3.1e The material an object is made up of determines specific properties of the object 4.1c Some materials transfer energy better than others. || I || *How do electrical circuits work? Pg B68-B69 |||| Text || Lesson Assessment #2 ||  ||
 * 4.1b Energy can be transferred from pone place to another 4.1c Some materials transfer energy better than others. 4.1d Energy and matter interact. || I || *Conductors Pg 11 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books ||  ||   ||
 * 3.1e The material an object is made up of determines specific properties of the object 4.1b Energy can be transferred from pone place to another 4.1e Electricity travels in a closed circuit. || I || *Hidden circuits Pg 12 and 13 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books ||  ||   ||
 * 4.1b Energy can be transferred from pone place to another 4.1c Some materials transfer energy better than others. 4.1d Energy and matter interact. || I || *Liquid conductors Pg 14 |||| Erie Boces Electrical Circuits Kit teacher Manual and Student books || Unit Test ||  ||

=Topic:Crayfish/Animal Behavior= Chap. A2 lesson 1 & 2 assessments. ||  || Show students web site [|http://www.secretsatsea.org] |||| Text A82, 83 ||  ||   ||
 * **NYS Standard** |||||| 4 The Living Environment |||||| **Time Frame/Duration: September-December** ||
 * **Content Key Idea:** |||||||||||| <span style="color: rgb(255, 0, 0);">(1) Living things are both similar to and different from each other and from nonliving things. (2) Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. (3) Individual organisms and species change over time. (4) The continuity of life is sustained through reproduction and development. (5) Organisms maintain a dynamic equilibrium that sustains life. (6) Plants and animals depend on each other and their phsical environment. (7) Human decisions and activities have had a profound impact on the physical and living environment. ||
 * **Performance Indicator:** |||||||||||| 1.1, 2.1, 2.2, 3.1, 3.2, 4.1, 5.1, 6.1, 6.2, 7.1 ||
 * **Vocabulary** |||||||||||| <span style="color: rgb(255, 0, 0);">abdomen, adaptation, antenna, appendage, arthropod, camouflage, carapace, carnivores, cephalothorax, characteristics, consumers, crustacean, decapod, decomposers, defense mechanism, dominant, energy, environment, extinct, exoskeleton, eye, food chains, food web, gills, habitat, herbivores, hibernate, inferences, inherit, mandibles, maxillae, maxillipeds, migration, molting, non-living, observation, omnivores, organism, pincers, predator, prey, producers, regeneration, reproduce, reproduction, response, rostrum, scavenger, stimulus, survival, swimmerets, tail, territory, thorax, trait. ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * <span style="color: rgb(255, 0, 0);">**Animals need air, water, and food in order to live and thrive. (1.1a)** || I/R || kit- Getting Ready Activity pg 13, Caring and Handling Activity pg 14, Planning activity pg 15 ||||  || SW set up the crayfish pool correctly, SW contribute rules for a class chart that demonstrate positive attitudes toward the humane treatment of living things., SW participate in planning a Model For Problem Solving For Crayfish. ||   ||
 * <span style="color: rgb(255, 0, 0);">**How are animals alike and different? (3.1a, 3.1c)** || I/R || Kit- A Closer Look Activity pg 16 |||| Text pgs. A38-53 || SW draw and label body parts of a crayfish.
 * <span style="color: rgb(255, 0, 0);">**What characteristics do animals get from their parents? (2.1a, 2.2a, 2.2b)** || M ||  |||| Text A54-57 ||   ||   ||
 * <span style="color: rgb(255, 0, 0);">**Learned Behaviors (2.1b)** || M || Kit- Crayfish Behavior Activity pg 17, Respiration Activity pg 18, Sensing Activity pg 19 |||| Text A58, 59 || Chap. A2 lesson 3 assessment, SW identify two or more typical behaviors of crayfish, SW describe how a crayfish breathes, SW identify how crayfish respond to various stimuli. ||  ||
 * ||  ||   ||||   || Chap. A2 test ||   ||
 * <span style="color: rgb(255, 0, 0);">**Living and Nonliving parts of and ecosystem. (1.1 a, b, c, d)** || R ||  |||| Text A 68, 69 ||   ||   ||
 * <span style="color: rgb(255, 0, 0);">**Habitats (5.2d, 6.1e&f)** || R || Kit Potted Crayfish activity pg 21 |||| Text A70, 71 || Chap. A3 lesson 1 assessment, SW devise and test a plan to identify hiding places crayfish prefer. ||  ||
 * ||  || [[file:crazy_crayfish_gr2.notebook]] ||||   ||   ||   ||
 * <span style="color: rgb(255, 0, 0);">**How do plants get energy? (6.2a&b)** || M ||  |||| Text A74-76 || Chap. A3 lesson 2 assessment ||   ||
 * <span style="color: rgb(255, 0, 0);">**How do living things get energy? (6.1 b, c& d)** || M || Kit- Feeding Activity pg 20 |||| Text A 77-81 || Chap. A3 lesson 3 assessment, SW describe how a crayfish holds food and how its mouth parts work while eating. ||  ||
 * <span style="color: rgb(255, 0, 0);">**An organism's external physical features can enable it to carry out its life functions. (5.1b)** || M || Kit- Male or female activity pg 25 ||||  ||   ||   ||
 * What are food chains? (6.1c) || R || Student create a food chain.
 * What are food webs? (6.1e) || R || Students create a food web with a partner. |||| Text A 84-89 || Chap. A3 lesson 4 assessment. ||  ||
 * ||  ||   ||||   || Chap. A3 Test ||   ||