4th Grade Science Maps revised

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4th Grade Science Curriculum Map
Introduction
This document contains all mandated Arizona state standards for 4th grade science. The standards have been organized into units and clusters. The
units represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similar
concepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progression
of the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document and
designated by their A or B group.

Organization
Approximate Time
Approximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. All
units and clusters must be taught prior to the spring district assessments.

Essential Questions
Essential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should be
able to answer these on their own by the end of the cluster.

Big Ideas
Big Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carry
with them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are not
always synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacher
use) has been provided in italics.

Common Misconceptions
These are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them during
instruction.

Content and Skill/Process Standards
This document has been organized by content standards and skill or process standard. The content standards are those that represent knowledge
specific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientific
habits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to represent
possible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona state
standards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context for

8/13/12 1 Isaac Elementary School District

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teaching these performance objectives. Some performance objectives appear more than once. Each time, the performance objective should be taught
to a deeper level of understanding and/or should be connected to the other performance objectives in the cluster.

Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforced
or taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for
4th-8th grade.

Priority
With input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-point
scale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.
Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are those
with the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with the
codes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority for
this grade level are highlighted in blue and are expected to be mastered at this grade level.

Key Vocabulary
The key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words are
high utility words that can be used across content areas or contexts. Tier three words are content specific words.

Resources
The two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used for
the teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,
the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.

Unit/Cluster Project
The Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,
and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particular
cluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction and
practice should the teacher choose to implement them.

Assessment
The assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed using a common formative assessment.


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Other
Performance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeper
level of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]
will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself.

Unit: Life Science
Cluster: Characteristics of Organisms

Approximate Time: 8 days


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Essential Questions Big Ideas
 What do a rabbit, fish, frog, and human all have in common with each  All animals can be classified as vertebrates or
other but not with a jellyfish? invertebrates.

The rabbit, frog, fish, and human are all vertebrates
while the jellyfish is not.

 What is the difference between a vertebrate and an invertebrate?  All animals can be classified as vertebrates or
invertebrates based on the presence or absence of a
backbone.

Vertebrates have a backbone while invertebrates do
not.

 How are plants and animals similar and different?  All organisms are composed of systems and
structures that perform their vital functions.

Plants and animals are similar and different in many
ways. Both plants and animals have vital
parts/structures that have similar functions (xylem and
phloem/veins and arteries; stomata/respiratory system;
etc.). They are also both living things. We know they
are living because they grow, develop, reproduce, and
breathe. They are also different in many ways. One of
the most important differences is that plants can create
their own food while animals cannot.


4th
Priority Knowledge/Content Skill/Process Common Key Resources
Core/Cross Vocabulary Lab/Activity Web/Core
Curricular
E S4:C1:PO1 Compare structures in plants S1:C1:PO1 (2) root Unit A: A World of Living
(e.g., roots, stems, leaves, flowers) and Differentiate (2) stem Things
animals (e.g., muscles, bones, nerves) that inferences from (1) leaves Chapter 1: Lesson 3
serve different functions in growth and observations (1) flowers Pg. A18-A23
survival (2) muscles
(1) bones
(2) nerves
(3) function
(2) growth
E S4:C1:PO2 Classify animals by (2) classify Unit A: A World of Living
identifiable group characteristics: (3) vertebrate Things
 vertebrates- mammals, birds, (3) invertebrate Chapter 1: Lesson 2
fish, reptiles, amphibians (3) arachnid Pg. A12-A17
 invertebrates- insects, arachnids (2) insect
(3) amphibian
(3) mammal
(2) bird
(2) fish
(2) reptile
U S2:C1:PO1 Identify how diverse people S2:C2:PO2 Explain (3) Margaret
and/or cultures, past and present, have various ways scientists Mead
made important contributions to scientific generate ideas (e.g.,
innovations; Margaret Mead observation,
[anthropologist] experiment,
collaboration,
theoretical and
mathematical models)
U S2:C1:PO2 Describe science-related (3) botanist
career opportunities (3) zoologist
Assessment:

Unit: Life Science
Cluster: Organisms and Environments

4th

 What is the difference between renewable and nonrenewable resources?  There are a finite amount of resources in the
Why is it important to know the difference? environment and although some are renewable
and some are not, humans must be careful of the
way in which resources are used.

Renewable resources are resources we can get more of.
Nonrenewable resources are resources of a finite
amount. It is important to know the difference to be
aware of how much we are using of each. We need to
be careful not to use too much of either type but
especially nonrenewable resources because when we
run out there will not be more.

 How can people change or modify the way in which they impact their  Resources should be used carefully. People can
environment? reduce, reuse and recycle to help preserve the
environment and ensure there are enough
resources in the future.

Perhaps the most important or effective way to lessen
our impact on the environment is to reduce, reuse and
recycle.


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Curricular
I S4:C3:PO1 Describe ways various S3:C2:PO2 Describe (2) resources
resources (e.g., air, water, plants, animals, benefits (e.g., easy (2) utilize
soil) are utilized to meet the needs of a communications, rapid (2) population
population transportation) and
risks (e.g., pollution,
destruction of natural
resources) related to
the use of technology
E S4:C3:PO2 Differentiate renewable (2) renewable
resources from nonrenewable resources (2) nonrenewable
(2) resources
I S4:C3:PO3 Analyze the effect that limited (2) limited Unit C: Earth’s Surface
resources (e.g., natural gas, minerals) may (2) natural gas Chapter 2: Lesson 3
have on an environment (2) oil Pg. C50-C57
(2) petroleum
(2) fossil fuel
(2) minerals
(2) environment
E S4:C3:PO4 Describe ways in which (2) conserve Unit B: Looking at
resources can be conserved (e.g., by (2) reduce Ecosystems
reducing, reusing, recycling, finding (2) reuse Chapter 2: Lesson 3
substitutes) (2) recycle Pg. B66-B73
(2) substitute
(2) substitution
E S3:C1:PO1 Describe how natural events (2) intended Unit B: Looking at
and human activities have positive and (2) unintended Ecosystems
negative impacts on environments (e.g., (2) impact Chapter 2: Lesson 2
fire, floods, pollution, dams) (2) dam Pg. B58-B65
E S3:C1:PO2 Evaluate the consequences of (2) rapidly
environmental occurrences that happen (2) environmental
either rapidly (e.g., fire, flood, tornado) occurrences
or over a long period of time (e.g., (2) prolonged
drought, melting ice caps, the greenhouse (2) drought
effect, erosion) (2) greenhouse
effect
(2) ice caps
(2) erosion
Assessment:


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Unit: Life Science
Cluster: Diversity, Adaptation and Behavior



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 Why are rabbits in Alaska white and extra fluffy but rabbits in Arizona  Organisms have traits that help them survive in
are brown and thin? their environments.

Alaskan rabbits live in the snow and their white fur
helps them blend in and stay warm. The Arizona
rabbits need to blend into the desert so they are brown.
They also need to keep cool so they have less fur.

 Cacti are some of the oldest plants on record. What about cacti  Organisms have traits that help them to survive in
contributes to their success? their environments.

Cacti are especially suited for their environment. Their
thick exterior helps retain water and their spines
protect them from predators.

 Why aren’t all babies born in the summer suntanned?  Only genetic traits can be passed on.

Babies born in the summer are not suntanned because
although their parents may be, a suntan is not a
genetic trait. Only genetic traits or the traits inside of
our cells’ DNA can be passed on. Things that change,
like suntans, scars, tattoos, or dyed hair color, are not in
the DNA and cannot be passed on.


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Curricular
E S4:C4:PO1 Recognize that successful S1:C1:PO1 (2) characteristics Camouflage Beans
characteristics of populations are Differentiate (2) populations
inherited traits that are favorable in a inferences from (2) inherited
particular environment observations (2) trait
(2) favorable
(2) particular
(2) inference
(2) observation
E S4:C4:PO2 Give examples of (2) adaptation Unit A: A World of Living
adaptations that allow plants and animals (2) survival Things
to survive (2) survive Chapter 2:Lesson 1
 camouflage- horned lizards, Pg. A36-A45
coyotes
 mimicry- Monarch and Viceroy
butterflies
 physical- cactus spines
 mutualism- species of acacia
that harbor ants, which repel
other insects
Cluster Project: A New Place, A New Organism
Students create a fictitious environment and an organism that would be successful living there. Students must explain which of the adaptations help it
to survive as well as explain and justify the relationship between environmental conditions and the adaptations that are favorable.
Assessment:

Unit: Earth Science

4th
Cluster: Water and Land

 Other than a human, what is something we (in Arizona) experience  Water and the processes associated with it (erosion,
outside that is powerful enough to change the surface of the Earth? deposition, etc) continuously change the surface of
the Earth.

Water and wind are powerful enough to change the
surface of the Earth.

 What one thing makes up both the most and one of the least abundant  The distribution of water on Earth varies in where
resource on Earth? the water is as well as whether it is salt, fresh,
ground or atmpospheric.

Water. The most plentiful is resource is salt water.
About 71% if the Earth is covered in water but only 3%
of that is freshwater.


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Curricular
E S6:C3:PO2 Describe the distribution of (2) distribution
water on the Earth’s surface (2) surface
E S6:C3:PO1 Identify the sources of water
within an environment (e.g., ground water,
surface water, atmpospheric water,
glaciers)
E S6:C2:PO1 Identify the Earth processes S1:C2:PO2 Plan a (2) variable
that cause erosion AND simple investigation (2) control
that identifies the (2) investigation
S6:C2:PO2 Describe the role that water variables to be (2) experiment
E plays in the following processes that alter controlled (2) data
the Earth’s surface features (erosion,
deposition, weathering) S1:C2:PO3 Conduct
controlled
investigations (e.g.,
related to erosion,
plant life cycles,
weather, magnetism)
in life, physical and
Earth and space
sciences

S1:C4:PO3
Communicate with
other groups or
individuals to compare
the results of a
common investigation
I S6:C2:PO4 Compare rapid and slow (2) weathering Unit B: Looking at
processes that change the Earth’s surface, (2) rapid Ecosystems
including: (2) slow Chapter 2:Lesson 1
 rapid- earthquakes, volcanoes, Pg. B49-B57
floods
 slow- wind, weathering
Unit
Project:

Assessment:


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Unit: Earth Science
Cluster: Weather and Climate



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 A boy walks out of his house into the normal, hot, dry outdoors. He  Weather is temporary while climate is a persistent
notices that it is very sunny and there is a slight breeze blowing. “I really state or trend.
enjoy the climate of my state and the beautiful weather today,” he
thought. What is the weather that day and the climate where the boy The climate is hot and dry. The weather is sunny with a
lives? slight breeze.

 How do the Earth and the atmosphere interact?  The Earth and atmosphere are always interacting.

The changes on Earth affect the atmosphere and the
changes in the atmosphere create changes in the
weather and climate on Earth.


4th
Curricular
E S6:C3:PO3 Differentiate between (2) weather
weather and climate as they relate to the (2) climate
southwestern United States (2) differentiate
(2) distinguish
E S6:C3:PO5 Interpret the symbols on a (2) symbol Unit D: Patterns on Earth
weather map or chart to identify the (2) front and in Space
following: (2) temperature Chapter 1: Lesson 3: How
 temperature (2) precipitation is Weather Predicted
 fronts Pg. D22-D23
 precipitation Chapter 1: Lesson 2
Pg. D14-D15
I S6:C3:PO6 Compare weather condition S1:C3:PO1 Analyze (2) conditions
in various locations (e.g., regions of data obtained in a (2) various
Arizona, various U.S. cities, coastal vs. scientific investigation (2) location
interior geographical regions) to identify trends (2) region
(2) coastal
S1:C3:PO2 Formulate (2) interior
conclusions based (2) exterior
upon identified trends
in data

U S6:C3:PO4 Measure changes in weather S1:C2:PO1 (2) precipitation Unit D: Patterns on
(e.g., precipitation, wind speed, Demonstrate safe (3) barometric Earth and in Space
barometric pressure) behavior and pressure Unit D Experiment-
appropriate (4) barometer Clouds and Weather
procedures (e.g., use Prediction
and care of TE pg. D1i
technology, materials,
organisms) in all
science inquiry

S1:C2:PO4 Measure
using appropriate
tools (e.g., ruler, scale,
balance) and units of
measure (i.e., metric,
U.S. customary)

S1:C2:PO5 Record
data in an organized
and appropriate
format (e.g., t-chart,

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table, list, written log)

S1:C4:PO2 Choose an
appropriate graphic
representation for
collected data: bar
graph, line graph,
Venn diagram, model
E S6:C2:PO5 Identify the Earth events that S1:C1:PO3 Formulate (2) prediction
cause changes in atmospheric conditions predictions in the (2) atmosphere
(e.g., volcanic eruptions, forest fires) realm of science (2) atmospheric
based on observed (2) conditions
cause and effect (2) erupt
relationships (2) volcanic
eruption
(1) forest fire
Cluster Students choose where to move by interpreting data and drawing conclusions about where they would like to live. Data includes weather and climate patterns on
a map.
Project:

Whether
the
Weather
is Nice
Assessment:

Unit: Earth Science
Cluster: Changes in Earth



4th
 One day, on a hike in the desert you find an object that looks like a  There is evidence that life and environments have
piece of stone with an imprint of a fish skeleton in it. What do you changed over time.
suppose the object is and what information could it give you about
where you found it? The object is probably a fossil and it is telling us that at
one time there was probably water near by. The area
could have been covered with water that has since
dried up or there could have been water near by and
people or animals used to catch the fish and bring
them back to the area where the fossil was to eat
them.

Core/Cross Vocabulary Lab/Activity Web/ Core
Curricular
E S6:C2:PO6 Analyze evidence that (2) evidence
indicates life and environmental conditions (3) fossil
have changed (e.g., tree rings, fish fossils (3) ice core
in desert regions, ice cores) (3) tree ring

E S6:C2:PO3 Describe the role that water
plays in the following processes that alter
the Earth’s surface features:
 erosion
 deposition
 weathering
I S6:C2:PO4 Compare rapid and slow Unit B: Looking at
processes that change the Earth’s surface, Ecosystems
including: Chapter 2:Lesson 1
 rapid- earthquake, volcanoes, Pg. B49-B57
floods
 slow- wind, weathering
Assessment:


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Unit: Physical Science
Cluster: Electricity



4th

 Why are winter socks made of wool and stove tops are made of metal?  Conductors allow energy to move through them
while insulators do not.

Winter socks are wool because wool is an insulator.
Since heat is a form of energy and insulators do not
allow energy to pass through them, wool is good and
keeping feed warm. On the other hand, stovetops are
designed to pass energy from the stovetop to the pan
and from the pan to the food. They are made of metal
because metal is a conductor and will allow the heat
energy to pass through.

 Suppose five light bulbs are wired together inside of a box. The box  The two main types of circuits are parallel and
prevents you from seeing how they are wired together but you know series circuits. The difference between a parallel
that when you flip the switch all five turn on. One day, you are and series circuit is that all the components of a
observing the lights when the middle one goes out. Immediately after, series circuit are connected to one another whereas
the other two light bulbs after that one go out too but the first two stay in a parallel circuit all the components share a
on. What do we know about how these light bulbs are wired together? voltage source but are not necessarily connected to
one another.

We know that the lights are wired in series. If they had
been wired in a parallel circuit all of them would have
gone out when the voltage source went out or just one
would go out and the others would stay lit. We know
they are in a series because the voltage flows until it
reaches the one that burns out and then it cannot go
any further which makes the rest go out too.


4th
Curricular
E S5:C3:PO1 Demonstrate that electricity S3:C2:PO1 Describe (2) electricity Unit F: Forces and Motion
flowing in circuits can produce light, heat, how science and (2) energy Chapter 1: Lesson 4
sound, and magnetic effects technology (e.g., (2) light Pg. F22-F23
computers, air (2) heat
conditions, medicine) (2) sound
have improved the (3) magnetic
lives of many people effects
(2) magnetism
I S5:C3:PO2 Construct series and parallel S2:C2:PO2 Describe (3) series circuit Unit F: Forces and
electric circuits the interaction of (3) parallel circuit Motion
components in a (3) voltage Chapter1: Lesson 2
system (e.g., flashlight, Pg. F14
radio)
E S5:C3:PO3 Explain the purpose of (3) insulator Unit F: Forces and
conductors and insulators in various (3) conductor Motion
practical applications (2) practical Chapter1: Lesson 2
application Pg. F13
I S5:C3:PO5 State cause and effect (2) magnet Unit F: Forces and
relationships between magnets and (3) circuitry Motion
circuitry Chapter 1: Lesson 4
Pg. F24-F27
U S2:C1:PO1 Identify how diverse people S2:C2:PO3 Explain (3) Benjamin
and/or cultures, past and present, have various ways scientists Franklin
made important contributions to scientific generate ideas (e.g., (3) Nicola Tesla
innovations; Benjamin Franklin, Nicola observation,
Tesla experiment,
collaboration,
theoretical and

S2:C2:PO1 Explain
the role of
experimentation in
scientific inquiry
U S2:C1:PO2 Describe science-related (3) electrical
career opportunities engineer
(3) electro
physicist
(3) inventor
Assessment:


4th

Unit: Physical Science
Cluster: Magnetism


4th
 How are magnets and the Earth alike?  Magnets have poles that are oppositely charged.
The like sides repel one another and the opposite
sides attract one another.

Both the Earth and magnets have poles that are
opposite one another.

 Energy flowing through circuits often produces
 Why do metal things sometimes stick to plastic switch covers?
magnetic effects near the circuit.

Light weight metal objects will occasionally stick to
plastic switch or outlet covers because the energy
flowing through that circuit creates a magnetic field
near it.


4th
Curricular
E S5:C3:PO4 Investigate the S1:C1:PO2 Formulate (2) magnet Unit F: Forces and Motion
characteristics of magnets (e.g., a relevant question (2) poles Chapter 1: Lesson 3
opposite poles attract, like poles repel, through observations (2) attract Pg. F18-F21
the force between two magnet poles that can be tested by (2) repel
depends on the distance between them an investigation (2) force
(2) opposite
S1:C1:PO4 Locate W-S3:C6:PO1
information (e.g., R-S3:C1:PO5
book, article, website)
related to an
investigation

S1:C3:PO3 Determine
that data collected is
consistent with the
formulated question

S1:C3:PO4 Determine
whether the data
supports the
predictions for an
investigation

S1:C3:PO5 Develop
new questions and
predictions based
upon the data
collected in the
investigation

S1:C4:PO1 W-S3:C3:PO1
Communicate
verbally or in writing
the results of an
inquiry
I S5:C3:PO5 State cause and effect S2:C2:PO3 Design (2) magnet http://phet.colorado.edu/en/
relationships between magnets and and construct a (3) circuitry simulations/category/physics/
circuitry technological solution electricity-magnets-and-
to a common problem circuits
or need using
common materials
U S2:C1:PO1 Identify how diverse S2:C2:PO3 Explain

4th
people and/or cultures, past and various ways scientists (3) Michael
present, have made important generate ideas (e.g., Faraday
contributions to scientific innovations; observation,
Michael Faraday experiment,
collaboration,
theoretical and
Assessment:


4th Grade Science Maps revised

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