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Grade Four Model Curriculum Overview

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Unit 1: Weathering and Erosion

Instructional Days: 10

In this unit of study, students develop understandings of the effects of weathering and the rate of erosion by water, ice, wind, or vegetation. The crosscutting concepts of patterns and cause and effect are called out as organizing concepts. Students demonstrate grade-appropriate proficiency in planning and carrying out investigations and constructing explanations. Students are also expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 4-ESS2-1 and 4-ESS1-1.

Unit 2: Earth Processes

Instructional Days: 10

In this unit of study, students apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. In order to describe patterns of Earth's features, students analyze and interpret data from maps. The crosscutting concepts of patterns, cause and effect, and the influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations, analyzing and interpreting data, and constructing explanations and designing solutions. Students are also expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 4-ESS2-2, 4-ESS3-2, 3-5-ETS1-2, and 3-5-ETS1-3.

Unit 3: Structures and Functions

Instructional Days: 10

In this unit of study, students develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. The crosscutting concepts of systems and system models are called out as organizing concepts for this disciplinary core idea. Students are expected to demonstrate grade-appropriate proficiency in engaging in argument from evidence. Students are also expected to use this practice to demonstrate understanding of the core idea.

This unit is based on 4-LS1-1.

Unit 4: How Organisms Process Information

Instructional Days: 10

In this unit of study, students are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. The crosscutting concepts of cause and effect, systems and system models, and structure and function are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in developing and using models. Students are expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 4-LS1-2 and 4-PS4-2.

Unit 5: Transfer of Energy

Instructional Days: 15

In this unit of study, fourth-grade students develop an understanding that energy can be transferred from place to place by sound, light, heat, and electrical currents. Students also obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. The crosscutting concepts of cause and effect, energy and matter, and the interdependence of science, engineering, and technology, and influence of science, engineering, and technology on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations and obtaining, evaluating, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 4-PS3-2 and 4-ESS3-1.

Unit 6: Force and Motion

Instructional Days: 15

In this unit of study, students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object, and are expected to develop an understanding that energy can be transferred from object to object through collisions. The crosscutting concept of energy and matter is called out as an organizing concept. Students are expected to demonstrate grade-appropriate proficiency in asking questions, defining problems, and constructing explanations, and designing solutions. Students are also expected to use these practices to demonstrate understanding of the core ideas.

This unit is based on 4-PS3-1 and 4-PS3-3.

Unit 7: Using Engineering Design with Force and Motion Systems

Instructional Days: 15

In this unit of study, students use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students develop an understanding that energy can be transferred from place to place by sound, light, heat, and electrical currents or from objects through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of energy and matter and the influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in asking questions and defining problems, planning and carrying out investigations, constructing explanations, and designing solutions. Students are also expected to use these practices to demonstrate their understanding of the core ideas.

This unit is based on 4-PS3-4, 3-5-ETS1-1, 3-5-ETS1-2, and 3-5-ETS1-3.

Unit 8: Waves and Information

Instructional Days: 15

In this unit of study, students use a model of waves to describe patterns of waves in terms of amplitude and wavelength and to show that waves can cause objects to move. The crosscutting concepts of patterns; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, and constructing explanations, and designing solutions. Students are also expected to use these practices to demonstrate their understanding of the core ideas.

This unit is based on 4-PS4-1, 4-PS4-3, 3-5-ETS1-2, and 3-5-ETS1-3.

Note: The number of instructional days is an estimate based on the information available at this time. 1 day equals approximately 42 minutes of seat time. Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine whether adjustments to this estimate need to be made.