1. 4th Grade Science: Curriculum Map and Pacing Guide
2011/2012
Several links to lesson plans, videos, games, and other activities that are aligned with the
state standards have been added to the curriculum map. These links are from various
sources, and should be previewed by each individual teacher before using them, in order to
become acquainted with the content. Many of the activities have additional resources linked
to them.
***Special Note – Please Read: Before clicking on the links labeled (DE), which
stands for Discovery Education, you need to log into IDEAL, then click on “Curriculum
Resources”, and go to “Discovery Education Streaming”. These are videos that are for
Discovery account holders only.
If you don’t remember your account login and password, call 480-965-9411 for assistance.
To set up an account for the first time, log into https://www.ideal.azed.gov/p/ and provide the
required information.

2. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Strand 1: Inquiry Process
Additional Resources Assessment
Performance Objective Student Outcomes Core Resources
[SC04-S1C1-01] Differentiate inferences from observations. I can tell the difference between what I think and what I see. These standards will be Before clicking on the
taught throughout all links with (DE) after
four quarters with an them, log into IDEAL
introduction in the first and open Discovery
two weeks of August. Streaming.
Use resources at end of
Inference/Observation
each chapter (People in Scientific Method Ppt.
Science) for S2C1-01, Scientific Method Quiz
S2C1-02. Ppt.
*Additional resources may What Is a Scientist? Ppt.
be found on the following Stevenson Ranch
websites: Elementary Science Links
geography4kids.com; BBC Bitesize
Science Fair Resources
www.eiadoe.gov/kids/clas
Investigation Ideas
sactivities/teachers&stude Plant Experiment (Lesson/
nts.html#elementary;www Activity)
. need.org/curriculum.php; Bridge Building
www.energy.gov/foreduca (Lesson/Activity)
tors.htm; Keeping Out the Cold
nationalgeographic.com (Lesson/Activity)
[SC04-S1C1-02] Formulate a relevant question I can ask a question about observations that can be Science Fun (DE)
through observations that can be tested by an tested by an investigation.
investigation. (See M04-S2C1-01)
Scientific Method
[SC04-S1C1-03] Formulate predictions in the I can make predictions after observing cause
(experiment with insulators
realm of science based on observed cause and and effect relationships. and conductors
effect relationships.
[SC04-S1C1-04] Locate information (e.g., book, I can locate information for an investigation.
article, website) related to an investigation. (See
W04-S3C6-01 and R04-S3C1-05)
Education World (lots of
[SC04-S1C2-01] Demonstrate safe behavior and I can use safe behavior and proper procedures when I resources)
appropriate procedures (e.g., use and care of do science activities.
technology, materials, organisms) in all science
inquiry.
[SC04-S1C2-02] Plan a simple investigation that I can plan a simple investigation that identifies the variables.
identifies the variables to be controlled.
[SC04-S1C2-03] Conduct controlled investigations I can do investigations in science.
(e.g., related to erosion, plant life cycles, weather,
magnetism) in life, physical, and Earth and space
sciences.
Isaac School District Page 1 of 8 June 6, 2011

3. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Strand 1: Inquiry Process
Additional Resources Assessment
Performance Objective Student Outcomes Core Resources
[SC04-S1C2-04] Measure using appropriate tools I can measure using the right tools and units of measure. These standards will be Metric Measurement (DE)
(e.g., ruler, scale, balance) and units of measure (i.e., taught throughout all Video, TG, blackline
masters, quiz
metric, U.S. customary). (See M04-S4C4-03 and four quarters with an
M04-S4C4-07) introduction in the first Standardization (DE)
two weeks of August.
Use resources at end of Standard Units Intro (DE)
each chapter (People in Video, TG, blackline
Science) for S2C1-01, masters
S2C1-02.
*Additional resources may Activities to do that require
data collection
be found on the following
websites: Graphic Organizers
geography4kids.com;
www.eiadoe.gov/kids/clas
sactivities/teachers&stude
nts.html#elementary;www
. need.org/curriculum.php;
www.energy.gov/foreduca
tors.htm;
nationalgeographic.com
[SC04-S1C2-05] Record data in an organized and I can record data in a t-chart, table, list or log.
appropriate format (e.g., t-chart, table, list, written
log). (See W04-S3C2-01 and W04-S3C3-01)
[SC04-S1C3-01] Analyze data obtained in a I can analyze data from an investigation to identify trends.
scientific investigation to identify trends. (See
M04-S2C1-03) Formulate conclusions
[SC04-S1C3-02] I can develop conclusions using the trends I identify in data.
based upon identified trends in data. (See
M04-S2C1-03) Determine that data collected is
[SC04-S1C3-03] I can tell if the data collected is consistent with the
consistent with the formulated question. question of the investigation.
[SC04-S1C3-04] Determine whether the data I can tell whether the data from an investigation
supports the prediction for an investigation. agrees with the prediction.
[SC04-S1C3-05] Develop new questions and I can develop new questions and predictions
predictions based upon the data collected in the from the data collected in the investigation.
investigation.
[SC04-S1C4-01] Communicate verbally or in I can talk about or write about the results of an inquiry.
writing the results of an inquiry. (See W04-
S3C3-01)
Isaac School District Page 2 of 8 June 6, 2011

4. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Strand 1: Inquiry Process
Additional Resources Assessment
Performance Objective Student Outcomes Core Resources
[SC04-S1C4-02] Choose an appropriate graphic I can choose a graphic representation for data. These standards will be Thomas Edison (Lesson)
representation for collected data: • bar graph • line taught throughout all
Graphic Organizers
graph • Venn diagram • model (See M04-S2C1-02) four quarters with an
introduction in the first George Washington Carver
two weeks of August. Lesson)
Use resources at end of
each chapter (People in Engineering (videos)
Science) for S2C1-01,
S2C1-02. Weather Forcasting
*Additional resources may
Toyology (DE)
be found on the following
websites: NASCAR Engineer (DE)
geography4kids.com;
www.eiadoe.gov/kids/clas
sactivities/teachers&stude
nts.html#elementary;www
. need.org/curriculum.php;
www.energy.gov/foreduca
tors.htm;
nationalgeographic.com
[SC04-S1C4-03] Communicate with other groups or I can talk with others to compare the results of an investigation.
individuals to compare the results of a common
Unit A-A World of Living
investigation.
[SC04-S2C1-01] Identify how diverse people and/or I can identify people who have contributed to Things - Chapter 2 -
cultures, past and present, have made important scientific innovations. Lesson 1 pp. A54-A61,
contributions to scientific innovations (e.g., Margaret Chapter 3-Lesson 1
Mead [anthropologist], supports Strand 4; Nikola (supplemental activity
Tesla [engineer, inventor] supports Strand 5; Michael needed)
Faraday [scientist], supports Strand 5; Benjamin
Franklin [scientist], supports Strand 5).
[SC04-S2C1-02] Describe science-related I can describe science related career opportunities.
career opportunities.
Isaac School District Page 3 of 8 June 6, 2011

5. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 1
September 5-October 3
Assessment
Performance Objective Student Outcomes Core Resources Additional Resources
[SC04-S4C1-02] Classify animals by identifiable I can classify animals as vertebrates or invertebrates. Unit A-A World of Living Things (DE)
group characteristics: • vertebrates – mammals, birds, Living Things - Chapter 1 Teacher’s Guide
fish, reptiles, amphibians • invertebrates – insects, - Lesson 2 pp. A12-A17
Animal Classification (DE)
arachnids
Teacher’s Guide
Characteristics of Living
Organisms (Lesson)
[SC04-S4C1-01] Compare structures in plants (e.g., I can compare structure in plants and animals that Unit A-A World of Plant Structure (DE)
roots, stems, leaves, flowers) and animals (e.g., have different purposes in growth and survival. Living Things - Chapter 1 Video, TG, blackline
muscles, bones, nerves) that serve different functions - Lesson 3 pp. A18-A23 masters, quiz Plant
in growth and survival. Adaptation (DE) Video,
TG, blackline masters,
quiz
Bird Beaks (Lesson)
[SC04-S4C4-02] Give examples of adaptations that I can give examples of adaptations that allow plants Unit A-A World of Insect disguises (DE)
allow plants and animals to survive. • camouflage – and animals to survive. Living Things - Chapter 2 Animal Adaptations
(Lesson)
horned lizards, coyotes • mimicry – Monarch and - Lesson 1 (used to build
Desert Adaptations (DE)
Viceroy butterflies • physical – cactus spines • background for diversity,
mutualism – species of acacia that harbor ants, which adaptation, and behavior)
repel other harmful insects A36-A45
Isaac School District Page 4 of 8 June 6, 2011

6. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 1
September 5-October 3
Additional Resources Assessment
Performance Objective Student Outcomes Core Resources
[SC04-S3C2-01] Describe how science and I can describe how science and technology have Unit B-Looking at Reduce, Reuse, Recycle
(Lesson)
technology (e.g., computers, air conditioning, improved people’s lives. Ecosystems - Chapter 1
Technology and Farming
medicine) have improved the lives of many people. - Science and (Lesson)
Technology pp. B42- Tracking Hurricanes
B43 (Lesson)
[SC04-S4C3-01] Describe ways various resources I can describe ways that air, water, plants, animals, and Supplemental resources
Renewable Energy Sources
(e.g., air, water, plants, animals, soil) are utilized soil are used to meet people’s needs. needed
(Lesson)
to meet the needs of a population. (discoveryeducation.com Recycling 1 (Lesson)
[SC04-S4C3-02] Differentiate renewable I can tell whether resources are renewable or nonrenewable. ) Recycling 2 (Lesson)
resources from nonrenewable resources. Recycling (DE) Teacher’s
Guide
[SC04-S4C3-04] Describe ways in which I can describe ways to conserve resources. Unit B-Looking at Recycling (DE) Video,
resources can be conserved (e.g., by reducing, Ecosystems - Chapter 2 TG, blackline masters
reusing, recycling, finding substitutes). - Lesson 3 pp. B66-B73 Water Expands When it
Freezes (demonstration)
[SC04-S4C3-03] Analyze the effect that limited resources I can discuss the effect on an environment when Unit C-Earth's Surface -
(e.g., natural gas, minerals) may have on an environment. resources such as natural gas are limited. Chapter 2 - Lesson 3
pp. C50-C57
[SC04-S3C1-02] Evaluate the consequences of I can explain the consequences of things that occur Unit B-Looking at
environmental occurrences that happen either quickly in the environment or over a long period of Ecosystems - Chapter 2
rapidly (e.g., fire, flood, tornado) or over a long time. - Lesson 1 pp. B49-B57
period of time (e.g., drought, melting ice caps, *Supplemental
the greenhouse effect, erosion). resources needed for
S6C2-05 and S6C2-06
[SC04-S6C2-04] Compare rapid and slow I can compare rapid and slow processes that change the
processes that change the Earth’s surface, Earth’s surface, including:
including: • rapid – earthquakes, volcanoes, floods • rapid – earthquakes, volcanoes, floods
• slow – wind, weathering • slow – wind, weathering
Isaac School District Page 5 of 8 June 6, 2011

7. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 2
October 31-December 15
Additional Resources Assessment
Performance Objective Student Outcomes Core Resources
[SC04-S6C2-05] Identify the Earth events that cause I can identify the Earth events that cause changes in Unit B-Looking at Tree Rings (DE) Video,
TG, blackline masters,
changes in atmospheric conditions (e.g., volcanic atmospheric conditions. Ecosystems - Chapter 2
quiz
eruptions, forest fires - Lesson 1 pp. B49-B57
*Supplemental
resources needed for
S6C2-05 and S6C2-06
[SC04-S6C2-06] Analyze evidence that indicates life I can analyze evidence that shows life and
and environmental conditions have changed (e.g., environmental conditions have changed.
tree rings, fish fossils in desert regions, ice cores).
[SC04-S6C2-01] Identify the Earth processes I can identify the Earth processes that cause erosion. Supplemental Erosion (DE)
resource Weathering (DE)
that cause erosion.
Deposition (DE)
needed
Sinkholes Video
[SC04-S6C2-02] Describe how currents and I can describe how currents and wind cause
wind cause erosion and land changes. erosion and land changes. How the
Grand
[SC04-S6C2-03] Describe the role that water plays I can describe the role that water plays in altering Canyon
in the following processes that alter the Earth’s the Earth’s surface because of erosion, deposition, Was
surface features: • erosion • deposition • weathering and weathering. Formed
(Lesson)
[SC04-S3C1-01] Describe how natural events and I can describe how natural events and human Lesson 2 pp. B58-B65 Air Pollution (DE) Video,
TG, blackline masters,
human activities have positive and negative activities have positive and negative impacts on and Supplemental
quiz
impacts on environments (e.g., fire, floods, environments (e.g., fire, floods, pollution, dams). resources such as, The
pollution, dams). Great Kapok Tree by Volcanoes (DE)
Lynne Cherry, Fern Gully
video, andThe Lorax by Forest Fires (DE) Video,
Dr. Suess TG, blackline masters,
[SC04-S3C2-02] Describe benefits (e.g., easy I can describe some benefits and some
quiz
communications, rapid transportation) and risks (e.g., risks of using technology.
pollution, destruction of natural resources) related to
the use of technology.
[SC04-S3C2-03] Design and construct a I can design and build a solution using technology to
technological solution to a common problem or a common problem or need.
need using common materials.
Isaac School District Page 6 of 8 June 6, 2011

8. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 3
January 17-March16
Performance Objective Student Outcomes Core Resources Additional Resources Assessment
[SC04-S5C3-01] Demonstrate that electricity flowing I can show that electricity flowing in circuits can Unit F-Forces and Motion Cicuits (video)
Electricity (Lesson)
in circuits can produce light, heat, sound, and produce light, hear, sound, and magnetic effects. - Chapter 1 - Lesson 1
Electricity (DE) Video,
magnetic effects. (preview to TG, blackline masters,
electircity) quiz
and Lesson 2 pp. F10-F15 Electricity in the Home
Internet resources: (Lesson)
www.srpnet.com/eductai Electricity module,
o n/inservice.aspx#kids questions, applications
[SC04-S5C3-02] Construct series and parallel I can construct series and parallel electric circuits. Simple Circuits module,
electric circuits. questions
[SC04-S5C3-03] Explain the purpose of I can explain the purpose of conductors and insulators Building Circuits module,
conductors and insulators in various practical in various practical applications questions
Circuit Experiments
applications.
module, questions
[SC04-S5C3-04] Investigate the characteristics of I can investigate the characterstics of magnets. Unit F-Forces and Motion Lesson 1 on Magnets
Lesson 2 on Magnets
magnets (e.g., opposite poles attract, like poles repel, - Chapter 1 - Lesson 3
Image of Flashlight
the force between two magnet poles depends on the pp. F16-F21 Components
distance between them). Magnets (DE) Video, TG,
[SC04-S2C2-02] Describe the interaction of I can describe how components interact in a system. Unit F-Forces and Motion blackline masters, quiz
Magnetism
components in a system (e.g., flashlight, radio). - Chapter 1 - Lesson 4
Magnetic Forces module
pp. F22-F29 and questions and
[SC04-S5C3-05] State cause and effect relationships I can state cause and effect relationships between applications
between magnets and circuitry. magnets and circuitry.
Energy Site
Isaac School District Page 7 of 8 June 6, 2011

9. 4th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 3
January 17- March 16
Performance Objective Student Outcomes Core Resources Assessment
Additional Resources
[SC04-S6C3-01] Identify the sources of water within I can identify the sources of water within an environment Supplemental Intro to weather and
an environment (e.g., ground water, surface water, resource climate (DE) Teacher’s
atmospheric water, glaciers). needed Guide
[SC04-S6C3-02] Describe the distribution of water on the I can describe how water is distributed on the Earth.
Earth’s surface.
[SC04-S6C3-03] Differentiate between weather and I can tell the difference between weather and
climate as they relate to the southwestern United climate in the southwestern United States.
States.
[SC04-S6C3-05] Interpret the symbols on a weather I can read the symbols for temperature, fronts, and Unit D-Weather Lesson: Weather Maps
map or chart to identify the following: • temperatures precipitation on a weather map. Conditions - and Symbols Lesson)
• fronts • precipitation Chapter 1 -
Lesson 2 pp.
[SC04-S6C3-04] Measure changes in I can measure changes in weather. Unit D-Weather Measuring Weather
weather (e.g., precipitation, wind speed, Conditions - (Lesson)
barometric pressure). Chapter 1 - Recording Weather
Lesson 3 pp. (Lesson)
D18-D23
[SC04-S6C3-06] Compare weather conditions in I can compare weather conditions in different locations. Supplemental Weather Around the World
various locations (e.g., regions of Arizona, resource needed (Lesson)
various U.S. cities, coastal vs. interior *Additional
geographical regions). information
available on the
following website:
wwwazwater.gov/
dwr/Con
March 26-April 13: Review before AIMS
Isaac School District Page 8 of 8 June 6, 2011