Franklin Northwest Science Curriculum

Grade Four Power Standard #2 Physical Science:

Students understand the transformation and conservation of energy and matter. (Chemistry)

Power Indicators: ^Describe properties of solids, liquids & gases. ^Investigate, measure and compare the weight of a whole object is the same as the sum of its parts. ^Model electric circuits and use data to sort conductors and insulators. ^Describe opposite poles of magnets Unit: Energy & Matter

Focusing Questions: Grade Expectations 9, 12, 13, 14, 24, 25 S3-4:9 Students demonstrate their understanding of the Properties of Matter by… ∙ Investigating and measuring how the total weight of the parts of a substance, no matter how they are combined, remains the same (e.g., water and gravel mixture, or a Lego car system, or the weight of sugar plus the weight of water equals the total weight of the sugar solution) and drawing conclusions from these data. S3-4:12 Students demonstrate their understanding of the States of Matter by…

Science Concepts a. All matter has weight that can be measured. b. The weight of the whole is the same as the sum of the parts. c. Most objects/substances are made of smaller parts.

Common Local Assessment
PS 2 Indicator 1 Pre-Assessment-Probe “Lemonade” PS 2 Indicator 1 Inquiry “Equal Parts” PS2 Post-assessment-n Probe “Cookie Crumble” PS 2 Indicator 2 Inquiry:“Properties of Matter PS2 Indicator 3 Inquiry: Comparing Series and Parallel Circuits PS2 Indicator 4 Inquiry Magnet Test PS2 Indicator 4 Inquiry Magnetic Madness

PS 3 Indicator 1 Inquiry: Force and Motion PS3 Indicator 2 Inquiry Exploring Changes in Motion

a. Solids, liquids and gases are states of matter that can be observed, described, and measured. 1 Version 2 7/09

Franklin Northwest Science Curriculum
∙ Identifying, describing, and comparing the properties of selected solids, liquids, and gases. S3-4:13 Students demonstrate their understanding of the Properties of a Gas by… ∙ Experimenting with gas in a closed container (such as a balloon or a bag) and describing how pressure on the container changes when the volume of the gas changes. S3-4:14 Students demonstrate their understanding of Physical Change by… ∙ Investigating and explaining what happens to liquids in open containers. S3-4:24 Students demonstrate their understanding of Electrical Energy by… ∙ Building circuits, drawing diagrams of these electric circuits, and predicting whether electricity flows or will not flow through the circuit. AND ∙ Using experimental data to classify different materials as conductors and insulators. b. Gases take up as much space as available. a. Gas is a state of matter that takes up space.

a. Adding heat can change a substance from a solid, to a liquid, to a gas.
a. A complete loop is needed through which an electric charge can flow. b. Batteries are a source of electrical energy. c. Electric circuits can produce light, run motors, and create sounds. d. Certain materials are conductors of electricity. Non-conductors of electricity are called insulators.

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S3-4:25 Students demonstrate their understanding of Magnetism by… ∙ Describing what happens when like and opposite poles of magnets are placed near each other.

a. Magnets have opposite charged poles. b. When the same poles of magnets are placed near each other, they repel. c. When the opposite poles of magnets are placed near each other, they attract.

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Grade Four Power Standard #3 Physical Science:

Students understand the relationship between force and motion.
(Physics)

Power Indicators: ^Discuss and report out push/pull forces that produce motion in real life situations (sledding, baseball). ^Investigate and describe how the amount of force can cause change in an object’s speed and direction (seatbelts, brakes). Unit: Force & Motion

Focusing Questions: Grade Expectations 21, 22 S3-4:21 Students demonstrate their understanding of Force by… ∙ Investigating and describing how different amounts of force can change the position or direction of motion of an object

Science Concepts a. Changes in position or direction of motion are caused by forces. b. The greater the force, the greater the change.

Common Local Assessment

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Franklin Northwest Science Curriculum

Grade Four Power Standard #6 Universe, Earth, & Environment:

Students understand how the systems of the universe evolve (change over time) and explain how the changes affect the earth’s environment and management of its natural resources.

Power Indicators: ^Identify star patterns (constellations) at different times of the year and compare the sun and stars. ^Explore why the sun and moon appear to be the same size from Earth. ^Know the position of the planets from the sun. ^Describe basic characteristics of each planet. ^Recognize the difference between rotation and revolution of the Earth and its relation to the sun (night/day, year).

Unit: Solar System Focusing Questions: Grade Expectations 28, 44, 45 S3-4:28 Students demonstrate their understanding of Light Energy by… ∙ Investigating with flashlights as well as other light sources and describing how light rays reflect off of objects. AND ∙ Explaining what occurs when light rays are blocked (e.g., shadows). S3-4:44 Students demonstrate their

Science Concepts
a. Light maintains direction of motion until it interacts with another object. b. Light can be reflected or absorbed.

Common Local Assessment Investigate and explain the relationship between light energy and the solar system.
PS 6 Indicator 1 (a) Inquiry:Star Patterns PS 6 Indicator 1 (b) Inquiry Pictures in the Sky PS 6 Indicator 1 Stars PS 6 Indicator Probe Objects in the Sky PS 6 Indicator 3 Inquiry:Planet Mobiles PS 6 Indicator 5 Inquiry: Exploring Seasons PS 6 Indicator 5 Probe Darkness at Night PS 6 Indicator 5 Inquiry: What makes Day and Night? PS6 Indicator 5 Probe Summer Talk

a. The earth is one of several planets that orbit the sun, and the moon orbits the earth.

Develop models of the planets and place them in the correct order.

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understanding Characteristics of the Solar System by… ∙ Creating a model of the planets and their correct order from the sun. AND ∙ Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). S3-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… ∙ Identifying similar star patterns or groups from night photographs of the same location at different times of the years. AND ∙ Comparing similarities and differences between the sun and stars.
b. Like all planets and stars, the earth is approximately spherical in shape. The rotation of the earth on its axis every 24 hours produces the night and day cycle.

Draw & explain the earth’s rotation on its axis to create day and night.

a. Stars are like the sun, but so far away that they look like points of light. Some are smaller; some are larger than the sun. b. The patterns of the stars stay the same, although they appear to move across the sky.

Identify similar star patterns or groups from night photos of the same location at different times of the year. Compare the similarities and differences between the sun and stars.

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