Science Charts

Miranda Arnold and Kristi Finch

Legen
d
A Assessment
CC Collaboration with Colleagues
CI Community Involvement
CL Cultural Literacy and Diversity
CZ Citizenship
D Drama/Theater/Roleplay
DA Differentiation/Accommodation
F Forgiveness
G Group Activity
H Health
HS Collaboration with Families (Home/School Connection)
HW Homework
I Integrity
LI Listening
M Math
MA Manipulative Activity
ML Mount Liberty Mission Statement
MO Movement/Physical Education
MU Music
OL Oral Language/Public Speaking
P Perseverance
PS Problem Solving/Critical Thinking
PT Patriotism
R Reading
RT Respect
RY Responsibility
S Science
SS Social Studies
SW Stewardship
T Technology
V Visual Art
W Writing
Week 2
Day 6 MK4-SC.1 S/OL/PS/W The teacher will introduce and explain the stages of the
Science scientific process or inquiry. The teacher will explain why scientific
Skills inquiry is important for future experiments. The teacher will explain
scientific inquiry as a definitive routine, similarly to the students’
morning routines. The student will complete a worksheet containing
two columns. The first column the student will identify the six major
aspects of his/her morning routine (brush teeth, breakfast, get dressed,
etc.). In the second column, the student will label the parts of
scientific inquiry. Students will understand that this is a process that
needs to be followed step by step.
Day 7 MK4-SC.1 S/LI/MA/ML/OL/RY The teacher will introduce and explain the
Science Bubble Bomb experiment and how the class will apply the inquiry
Skills process. Remind the class that it is important to be responsible with
the materials or the experiment will not work. The class will read
aloud the Bubble Bomb experiment. After gathering their materials,
the class will move outside since there is a possibility of a mess.
Students will show their responsibility by using the materials
appropriately for their purpose only. Students will document their
predictions and findings as they progress through the experiment.
http://www.exploratorium.edu/science_explorer/bubblebomb.html
Day 8 MK4-SC.1 S/G/MA/ML/PS The teacher will introduce learning stations to
Science demonstrate proper means of measuring data. The different stations
Skills will include measuring liquids, finding the mass of objects, and so
forth. (These concepts will later be enforced in Weeks 21-25 of
Math.) The student will proceed from station to station in groups of
three. Students will measure such things as the area of a small block
and the weight of a small rock. Students will record their findings on
the given worksheet.
DA: Students may work independently on this assignment.
Day 9 MK4-SC.1 S/G/MA/ML/PS The teacher will again set up the learning stations
Science for students to practice their measuring skills. The student will
Skills continue to proceed from station to station in their groups until they
have finished every station.
Day 10 MK4-SC.1 S/A/LI The teacher will explain that there are possible experiments
Science around in everyday routines. There are appropriate means, however,
Skills to each experiment. For example, if the purpose of the experiment is
to see how tall a plant can grow in a month, one would not want to
weight it each week. The correct means of measuring for this
experiment would be to measure the length of the plant each week.
The teacher will verbally give different scenarios or experiments. The
student will respond to the scenarios with the correct means of
measurement and experimentation. Allow the class to volunteer the
appropriate means and steps to the experiment.
Week 4
Day 16 MK4-SC.8 S/SS/V The teacher will explain how Virginia’s resources are
Virginia’s directly related to its geography that was studied the previous
Resources week. Bodies of waters will be highlighted. Students will be
given a map of Virginia and will draw in and label the major
bodies of water including the nine major river basins.
Day 17 MK4-SC.8 S/MA/SS/W The students will read information about the
Virginia’s watersheds of Virginia and determine which watershed they
Resources reside in. Together the class will create their own watershed
using a shower curtain and various objects underneath to create
mountains and valleys. They will spray water and observe how
the water flows in different directions according to the land’s
topography. Following the activity students will write a one
paragraph explanation of how the activity relates to the
topography of Virginia.
DA Students with writing difficulties can dictate their paragraph
to an aid.
Day 18 MK4-SC.8 S/SS/T/HW/PS The teacher will present a PowerPoint of
Virginia’s various plant and animal species that are found in Virginia.
Resources Students can share stories of animals they have seen in local
areas. The class will go online to explore species that are known
to be found within a small radius of the school. Students will
record animals they see for the next two days in order to increase
awareness of local wildlife. They will also look for indications
of human interference with animal life.
Day 19 MK4-SC.8 S/SS/G The teacher will explain the various habitats in Virginia.
Virginia’s In groups students will research animals that have had declining
Resources numbers in Virginia. They will prepare a short summary of what
has caused the decrease and what can be done to keep the
animals from local extinction.
Day 20 MK4-SC.8 S/SS/G/OL/PS Student groups will present the information they
Virginia’s found about species with declining numbers and how a
Resources continuing decrease can be prevented in the future. Students
will report all the species of wildlife they observed for the past
two days. They will note any ways human life has interacted
with the wildlife.
Week 6
Day 26 MK4-SC.6 S/GA/RY The teacher will describe to the students that they
Weather will be observing the weather for the next several weeks. They
will be split up into teams including the temperature, pressure,
humidity, rainfall, and wind teams. Each team will be
responsible for measuring their respective weather
characteristics twice every week until the next weather unit.
The students will set up their measurement devices in
appropriate locations and create a schedule for when students in
each group will be responsible to record observations. They
will also create log sheets on which their observations will be
recorded.
Day 27 MK4-SC.6 S/MA/MU The teachers will present the process by which
Weather clouds are formed. He/She will then do a demonstration in
which the class can observe a cloud being formed first hand. In
groups, students will write songs (or write lyrics to a familiar
tune) to help them remember the process of cloud formation.
Day 28 MK4-SC.6 S/LI/V The teacher will read The Cloud Book to the class and
Weather describe the different types of clouds including cirrus,
cumulous, and stratus clouds, their similarities, their
differences, and their various purposes. Each student will create
an illustration of the different types of clouds using cotton balls
and paint. They will label each type and list their
characteristics.
DA Gifted students can do additional research to find out how
the formation of each type of cloud differs from the others and
add this information to their illustration.
Day 29 MK4-SC.6 S/G/D/OL The teacher will provide the students with different
Weather scenarios (i.e. a summer day with lots of cumulous clouds or a
wind autumn day with cirrus clouds in the sky). In groups,
students will use these descriptions as a foundation to prepare a
short weather segment of a news cast that includes their cloud
formation songs from day 27, and their knowledge of the
different types of clouds from day 28.
Day 30 MK4-SC.6 S/G/D/OL/A The student groups will present their newscasts.
Weather The teacher will assess students based on group work, correct
information, and creativity.
Week 8
Day 36 MK4-SC.7 S/LI/MO The teacher will use class discussion to assess
Astronomy students’ prior knowledge about earth’s rotation and relationship
with the sun and moon. He/She will read What Makes Day and
Night. After reading the book, the teacher will use a flashlight
and a student volunteer to illustrate the rotation of the earth
around the sun. The teacher will turn off the lights and hold a
flashlight stationary while the student volunteer slowly rotates.
The rest of the class writes down their observations and how
they relate to the earth’s rotation around the sun.
Day 37 MK4-SC.7 S/LI/V/HW The teacher will begin discussing the moon and its
Astronomy properties including its size, craters, reflective quality, etc.
He/she will then discuss how the moon rotates around the earth
similarly to how the earth rotates around the moon. The
students will draw seven circles on a paper. Each student will
observe the moon tonight and make a sketch of what it looks
like.
Day 38 MK4-SC.7 S/PS/HW/T/MO The teacher looks at students sketches of the
Astronomy moon. Then, based on what they have learned about the moon’s
rotation around the earth, they predict what the moon will look
like by the end of the Astronomy unit. Students will continue to
sketch the moon every three nights for the next two and a half
weeks. The teacher will present a PowerPoint about the earth
and sun and their properties. The students will do a matching
activity where students pull a property out of a hat and
determine if it pertains to the sun, moon, or earth and go to the
designated area of the room.
Day 39 MK4-SC.7 S/V/LI The teacher will relate the earth’s rotation to seasonal
Astronomy changes and describe how it is the angle of the sun’s rays, not
the distance from the sun that makes the temperatures colder in
winder and hotter in summer. The class will talk about how the
temperature differs with each season and how the weather in
general is affected. The students will paint the earth and the sun
at the different positions that determine the seasons.
DA The class can go outside to discuss seasonal change.
Day 40 MK4-SC.7 S/MO/D/A The teacher will review the basic facts learned with
Astronomy the students using a game in which the class is divided into
teams to compete for the most correct answers. Then, the
students will create a living model of the sun, earth, and moon’s
rotations using themselves as the astronomical bodies. The
“moon” students rotate around the “earth” students who rotate
around the sun.
Week 10
Day 46 MK4-SC.7 S/CC/R/LI The teacher will introduce the librarian to the class.
Astronomy The librarian will present several resources pertaining to
astronomy to students and outline various ways to search for
sources on a topic. The students will choose a specific person
or event associated with astronomical history/discovery to
research.
Day 47 MK4-SC.7 S/CC/LA/R/HW The students will go to the library and
Astronomy research their topic of choice. The teacher will help students
find references as help is needed. Students will use at least two
sources to write a paragraph about their topic. Students will
finish writing their paragraphs at home if they do not finish
during class.
Day 48 MK4-SC.7 S/LA/R/G The teacher will assign each student a partner to peer
Astronomy edit their paragraphs. Students will read their partner’s
paragraph and edit for spelling and grammatical errors. They
will also make sure that two sources were used.
Day 49 MK4-SC.7 S/OL/R/A Student will read their paragraphs aloud to the class.
Astronomy The teacher will assess students based on their research and
writing skills.
DA Students with hearing/speaking loss can have their
paragraphs read by their partner or someone of their choice.
Day 50 MK4-SC.7 S/T/G/PS The students will create their own crossword puzzles
Astronomy using facts they have learned in the Astronomy unit. They will
trade with a partner complete each others’ puzzle. The teacher
will compare the results of the students moon sketches with
their predictions. The class will discuss if they were right or
wrong and why.
Week 12
Day 56 MK4-SC.8 S/A/LI/OL/R The teacher will assess students’ prior
Virginia’s knowledge by leading a class discussion about local
Resources resources. Students will read about Virginia’s minerals and
resources and fill out an outline with blanks.
Day 57 MK4-SC.8 S/G/PS/OL The teacher will introduce various energy
Virginia’s sources that are available in Virginia and around the country.
Resources In groups of three, students will discuss facts, advantages,
and disadvantages of each energy source involved. They
will fill out worksheets about how advantageous or
disadvantageous each point is. The class will come back
together to discuss their findings about each energy source.
Day 58 MK4-SC.8 S/CI The teacher and students will go on a field trip to a
Virginia’s local energy plant or resource such as a coal mine.
Resources
Day 59 MK4-SC.8 S/G/HS/W/PS/SW/RY Based on the previous days’ work
Virginia’s with resources, the teacher will discuss ways typical
Resources American families use resources in excess. Students will
brainstorm ways their families can conserve electricity,
water, and other resources. As a class, they will write a
letter to their parents to propose these suggested methods of
conserving electricity and take it home to their families.
Day 60 MK4-SC.8 S/SS/MA/V The teacher will explain where the different
Virginia’s resources are abundant in Virginia. The students will use
Resources various objects to create a map of Virginia, marking areas of
abundance with designated objects as marked in their
legends (i.e. sand for natural gas, beans for wind energy,
etc.).
DA For LD students, the maps can be pre-labeled with the
different sections of natural resources.
Week 14
Day 66 MK4-SC.4 S/MA/RY The teacher will bring a bouquet of flowers to
Plant Life class. The students will tell him/her everything they know
about the flowers. The teacher will highlight specific parts
of the plant including the leaves, stems, roots, and flowers.
The students will set up an activity in which they will
observe the growth of plants. Students will prepare and
plant seeds in a clear 2 liter bottle (with its neck cut off) so
they will be able to see the root structure as it forms.
Students will be responsible to care for their plants
consistently.
Day 67 MK4-SC.4 S/MA/V The teacher will reinforce to the students the
Plant Life different characteristics of the flowers (leaves, stems, roots,
and flowers) and relate them to other plants. Students will
create their own plants with all the necessary parts out of
pipe cleaners and pieces of felt in various colors.
Day 68 MK4-SC.4 S/LI/W The teacher will present information about the
Plant Life reproduction of plants including parts of a flower involved
with reproduction and the plant life cycle. Students will
listen and will take notes on the information presented.
DA LEP students can have written notes in front of them so
they can follow along with the written language and hear the
spoken language.
Day 69 MK4-SC.4 S/LI/D/R/OL The teacher will assign roles and have each
Plant Life student play the “part” of a certain stage of a plant’s life
cycle. The student will read their books to learn more about
their given role. They will prepare a one minute explanation
of their stage of a plant’s life cycle.
Day 70 MK4-SC.4 S/D/OL/A The students will present the stages of a plant’s
Plant Life life cycle in the proper order by explaining the roles they
each played. The teacher will evaluate the students based on
correct information and preparation.
Week 16
Day 76 MK4-SC.4 S/T/W The teacher will show the students “The Great Plant
Plant Life Escape” online. Students will complete at least one of the
“Case” assignments on the site. They will write up a 2-3
sentence summary of what they learned about plants during
that activity.
DA Gifted students can complete multiple cases and
summarize what they have learned in a short essay.
Day 77 MK4-SC.4 S/LI/T/W The teacher will explain the process of
Plant Life photosynthesis using a PowerPoint presentation. The
students will take notes by filling in an outline with blanks.
Day 78 MK4-SC.4 S/LI/OL The teacher will explain dormancy to the class.
Plant Life The student will then have a class discussion about how
dormancy accommodates the needs of plants during certain
seasons.
Day 79 MK4-SC.4 S/LI/W/HW The teacher will explain the questions that the
Plant Life students will be required to answer about the plants they
planted on Day 66 about the plant’s germination time,
structure, and growth rate. Students will write out the
answers to each of the questions in complete sentence
format. Whatever the students do not finish in class will be
completed at home.
Day 80 MK4-SC.4 S/V/A Students will draw a process chart about their plants
Plant Life that explains how the plant developed. The teacher will
grade these charts based on evidence of understanding,
neatness, and following directions.
Week 18
Day 76 MK4-SC.5 S/LI/G/OL/D The teacher will explain different kinds of
Plant and plant and animal relationships and give several examples.
Animal With a partner, each student will assume the role of a plant
Interactions or animal. They will present to the class their relationship
with each other and how they are benefited or harmed.
Day 77 MK4-SC.5 S/LI/G/T The teacher will explain an animal’s life cycle.
Plant and In groups, students will be required to pick a specific plant
Animal or animal to research. They will look up information in the
Interactions library and/or online about that organism’s life cycle.
DA Gifted students will be encouraged to seek out a lower
achieving student to assist through the research process.
Day 78 MK4-SC.5 S/G/V/W Student will continue to work on their life cycle
Plant and projects. They will create a poster that illustrates their
Animal organism’s life cycle. They will also be required to write a
Interactions one page explanation of the life cycle. The teacher will
assist and guide students as needed.
Day 79 MK4-SC.5 S/G/OL/A Students will present their life cycle projects to
Plant and the rest of the class. The teacher will assess their project
Animal according to thoroughness, group work, and evidence of
Interactions scholarship and understanding. For homework students will
bring in photos of themselves from infancy to present day.
Day 80 MK4-SC.5 S/HS The teacher will explain how humans also have life
Plant and cycles. He/she will share photos and stories of
Animal himself/herself from infancy and through the years.
Interactions Students share their photos and stories with their group
members.
Week 20
Day 86 MK4-SC.5 S/PS/L/HW Students will brainstorm what different
Plant and animals eat. They will create a food chain based on what
Animal they know. The teacher will explain the concept of a food
Interactions chain, how energy is passed through it, and the different
types of consumers. For homework, students must write
down an example of each type: an herbivore, a carnivore,
and an omnivore.
Day 87 MK4-SC.5 S/LI/T/W The teacher will connect the concept of a food
Plant and web to the food chain information already presented.
Animal Students will create their own food webs using
Interactions http://www.vtaide.com/png/foodweb.htm. They will create
a written summary of their food webs.
DA Students with physical handicaps that prevent them
from writing can orally explain their food web.
Day 88 MK4-SC.5 S/LI/G The teacher will explain the definition of an
Plant and ecosystem. Students will brainstorm different possible
Animal ecosystems. The class will pick an ecosystem to investigate
Interactions further. Teams will be form to research different aspects of
the ecosystem including different species that live there, the
food web that exists there, the climate, etc.
Day 89 MK4-SC.5 S/PS/A Based on the information they researched, students
Plant and will create a short assessment or quiz about their ecosystem.
Animal The teacher will check the validity of their questions and
Interactions approve their work.
Day 90 MK4-SC.5 S/A The teacher will administer the quiz the students
Plant and created. Students will take the quiz.
Animal
Interactions
Week 22
Day 106 MK4-SC.3 S/LI/T The teacher will show the students the electricity episode from Bill
Electricity Nye the Science Guy. The teacher will give the students a fill-in-the-blank
and handout that correlates with the video. The teacher will pause the video from
Magnetism time to time to expand on ideas including circuits, conductors, and insulators.
The student will view the episode about electricity from Bill Nye the Science
Guy. The student will fill out the handout as the answers are stated.
Day 107 MK4-SC.3 S/G/I/MA/ML/P/RT/RYT/A The teacher will present circuits to the class
Electricity including open, closed, parallel, and series circuits. The teacher will
and demonstrate a few of these to the class using batteries, flashlight bulbs, and
Magnetism wires. The student will complete an experiment on series circuits and parallel
circuits. Students will use the same materials the teacher used in the
demonstration. This will be done in small groups. Several of the character
principles will be practiced during this activity (perseverance, responsibility,
respect, and integrity). Students will complete the worksheet corresponding
to the experiment, Series Circuits and Parallel Circuits.
Day 108 MK4-SC.3 S/SS/LI/V/A The teacher will discuss the historical contributions to the field
Electricity of electricity. For example, Benjamin Franklin and his lightning rod (1750’s);
and Thomas Edison and the invention of the light bulb. (This will integrate with
Magnetism the Social Science study of Early American History.) The teacher will read
What’s the Big Idea, Ben Franklin? by Jean Fritz. The student will listen to
the teacher read about Ben Franklin. The student will create a personal
timeline on two pieces of construction paper glued together. The timeline will
highlight some of the significant inventions related to electricity and
magnetism.
DA Students may write a poem focusing on one of the inventions or
inventors.
Day 109 MK4-SC.3 S/CI/CZ/LI/ML/RT/SW The teacher will introduce the speaker from the
Electricity local electric company who will give a presentation on what responsibilities
and the students have as a consumer of electricity (saving money and taking care
Magnetism of the resources that are available). The student will view the speaker’s
presentation. The student will then participate in a question and answer
period. Each student will have prepared two questions as the previous night’s
homework.
Day 110 MK4-SC.3 S/MA/CL/R The teacher will give students strips of magnets and allow them
Electricity some time to explore with them. After the students investigate, the teacher
and will write notes on the board for students to copy concerning the north and
Magnetism south poles of magnets. The teacher will also give a handout introducing the
use of magnetism in ancient Greek and Chinese cultures. The student will
explore the magnets. They may walk around the room to see what the
magnets will attract to and what they will not attract to. Students will then
discuss their findings. Students will read the Introduction to Magnetism
handout as a class. On the handout students will identify eight uses of
magnets in today’s world.
Week 24
Day 116 MK4-SC.2 S/MA The teacher will give a brief presentation about energy and forces.
Energy, The teacher will demonstrate these concepts by dropping a different balls
Moving and rolling different objects across the floor and on various ramps. These
Objects, concepts will be expanded in days 126-130, after high school
and Forces presentations in days 117-119. The student will complete a K-W-L chart
showing their current knowledge of energy, moving objects, and forces.
Day 117 MK4-SC.2 S/CC/CI/LI/RT The teacher will divide students into small groups
Energy, consisting of 5-7 students. The groups will be given the following names:
Moving friction, gravity, force, motion, and speed. The teacher will then explain
Objects, what the agenda is for the next two days involving the high school
and Forces students. The AP Physic students from the district’s high school will be
guest speakers for the next three days. The high school students have
prepared presentations and demonstrations to show the fourth grade
students. The teacher will work closely with the Physics teacher to ensure
the presentations are appropriate and effective for the fourth grade class.
The student will work cooperatively with the teacher as he/she is divided
into groups. Students will work on their ability to respect the other
students that are placed into their groups and the high school students
giving presentations. The students will be given a handout at each
presentation to highlight important ideas.
Day 118 MK4-SC.2 S/CC/CI/LI/RT The teacher will monitor the student understanding of
Energy, the presentations being given, noting the areas that will need to be
Moving reinforced more heavily. After each day, the teacher will make
Objects, suggestions on an as needed basis. The student will continue to rotate
and Forces from presentation to presentation to learn each concept. Concepts and
demonstrations will include: motion of objects (direction and speed),
kinetic energy and potential energy (car on a ramp), friction (force against
moving object), and gravity (force against moving object).
Day 119 MK4-SC.2 S/CC/CI/LI/RT The teacher will continue to monitor presentations. The
Energy, teacher will move from one group to another to see how students perceive
Moving the information. The students will continue to observe the presentations
Objects, and record learned information.
and Forces
Day 120 MK4-SC.2 S/LI/RT/HW The teacher will create a reflection day. The teacher will
Energy, ask probing questions to find out what the students actually learned from
Moving the high school presentation. The teacher will allow time for students to
Objects, respond and give positive and negative feedback from their experience.
and Forces The student will relate to the teacher what was learned in the previous two
days activities. The student will give suggestions (likes and dislikes)
based on their experience for the next year’s class. For homework, the
student will create a crossword puzzle, including ten of the new
vocabulary terms.
DA Advanced students may be encouraged to use more than ten words
on their crossword puzzle.
Week 26
Day 126 MK4-SC.2 S/VA/R/T/OL The teacher will guide a textbook reading on the
Energy, different types of energy. To help the students remember the forms of
Moving energy, the teacher will introduce a mnemonic, McHale, standing for
Object, and mechanical, chemical, heat, atomic, light, and electric. The student will
Forces take part in a textbook reading of the different types of energy.
Students will be grouped and responsible for researching the use of
each energy form. Each member of the group will be present a specific
example of how that energy is used in today’s world.
DA Students may draw a picture showing the use of energy or create a
poster-size advertisement for that form of energy.
Day 127 MK4-SC.2 S/LI/R/T The teacher will give each student a worksheet, titled 20
Energy, Energy Questions, from Energy Kid’s Page. The teacher will show the
Moving students how to locate and maneuver around the website to find the
Object, and answers for the worksheet.
Forces http://www.eia.doe.gov/kids/classactivities/elementary20questions.html
The student will complete the 20 Energy Questions worksheet. The
student will find the answers throughout the Energy Kid’s Page, Energy
Facts.
http://www.eia.doe.gov/kids/energyfacts/sources/whatsenergy.html
Day 128 MK4-SC.2 S/HW/W/V The teacher will explain how the concepts of energy,
Energy, motion, and forces are applicable to everyday life. The teacher will
Moving then introduce the collage activity, showing a few examples. The
Object, and student will create a collage of pictures that represent energy, motion,
Forces and force on a piece of construction paper. For instance, the student
may cut out a car on the road. The student will finish the collage as
homework and will write four to six sentences explaining how the
concepts are shown in this picture. The student may say there is
friction between the tires of the car and the road.
Day 129 MK4-SC.2 S/MA The teacher will introduce a friction experiment. The teacher
Energy, will demonstrate the basic process of the experiment and give each
Moving student the instructions sheet along with the chart. The student will
Object, and explore the idea of friction between different materials. This will be
Forces done by creating ramps at different levels and sliding down blocks of
different materials. The student will record the information found on a
chart.
http://www.eia.doe.gov/kids/classactivities/FrictionElementary.pdf
Day 130 MK4-SC.2 S/W The teacher will return the K-W-L charts that were started by
Energy, each student at the start of Week 24, the beginning of the study of
Moving energy, motion, and friction. The student will update and complete
Object, and their K-W-L chart with the new information that they have learned
Forces from Weeks 24 and 26. Students will be able to see how much they
have learned throughout the two weeks of studying energy, motion, and
friction.
Week 28
Day 136 MK4-SC.9 S/LI/R/T/W The teacher will read, along with the class, The Magic School
Muscles Bus inside the Human Body to introduce the study of the human body. The
and Bones first topic of study will be the function, protection, and movement of the
major bones. The teacher will launch this study through a PowerPoint,
which will include word descriptions and simple pictures. The PowerPoint
will be given to students as a fill-in-the blank handout. The student will read
The Magic School Bus inside the Human Body along with the teacher. The
student will follow along with the PowerPoint, filling in the blanks.

Day 137 MK4-SC.9 S/A/LI/MO The teacher will review the major bones with the class through
Muscles a movement activity. The teacher will call out a bone and the students will
and Bones respond. The teacher will then lead a short game of “Simon Says,”
specifically with orders of pointing to the bones. The teacher will informally
assess the students as they play the game. The students will stand up at their
desks. As the teacher names a bone, the students will point to the different
parts on their body. Student volunteers will also respond with the function
and purpose of the given bone. Students will join the game of “Simon
Says.” After a game or two, students may lead the game.

Day 138 MK4-SC.9 S/CC/A/L/T/W With the assistance of the computer teacher, the teacher
Muscles will instruct the class on their personal Muscles and Bones Book. Each page
and Bones of their book will be dedicated to one muscle or bone. This book will help
the student remember the main purpose and function of each muscle and
bone. The student will create and publish a Muscles and Bones Book. Each
page will consist of three to four sentences about each muscle or bone,
which will be typed. The student will draw a picture representing the
muscle or bone after the book is printed.
DA Students with drawing difficulties may use Kidpix software.
Day 139 MK4-SC.9 S/LI/T/W The teacher will now introduce the major muscles of the human
Muscles body. For description of these muscles and other muscles, the teacher will
and Bones use the interactive tools found at
http://www.kidshealth.org/kid/htbw/muscles.html.
The students will continue to work on their personalized books. They will
now be able to add the muscles and the relating information. If time allows,
students may explore http://www.mypyramid.gov.
Day 140 MK4-SC.9 S/G/LI/H/T The teacher will discuss with the class the importance of
Muscles keeping the body healthy by explaining how the muscles and bones work
and Bones together. The teacher will talk about ways to build strong bones and
muscles, including exercise and food habits. The student will brainstorm
ways they can keep themselves healthy and strong. The students will view a
movie clip about the new food pyramid. In small groups students will
discuss what activities they are involved in that help keep them healthy
(sports, dance, etc.).
http://www.mypyramid.gov/global_nav/media_animation.html
Week 30
Day 146 MK4-SC.6 S/LI/OL The teacher will review briefly the information learned about
Weather clouds in days 26-30. This review will simply be verbal question and
answer. The teacher will reemphasize areas that were clearly not attained
from Week 6. The student will volunteer answers based on their
remembrance of the cloud information learned from days 26-30.
Day 147 MK4-SC.6 S/D/MA The teacher will give students a weather handout for temperature,
Weather pressure, humidity, and precipitation. The first topic is temperature. The
teacher will instruct students on the difference between the two temperature
scales, Fahrenheit and Celsius. The teacher will provide a box of “dress up”
clothes. The student will complete the handouts as the topics are presented
by the teacher. The student will complete a few problems relating to the
comparison of the two temperature scales. Each student will be given a card
with a temperature on it. Students will have the opportunity to come up in
pairs to dress themselves accordingly to the temperature on their card. The
class will determine whether they are appropriately dressed for the weather.
Day 148 MK4-SC.6 S/R/A The teacher will give the students a reading comprehension activity
Weather called Relative Humidity-Ugh! and then give the students a quiz
corresponding to the reading. This activity will allow the teacher to assess
the students’ reading comprehension. The student will independently read
an article relating to the topic of humidity in relation to how weather systems
work. The student will then take a quiz relating to the article read that will
assess the students’ comprehension.
Nonfiction Reading Comprehension, Science by Ruth Foster, M.Ed.
DA Students who are on a lower reading level may have an extended time
period to complete their reading and the corresponding quiz.
Day 149 MK4-SC.6 S/G/V/T The teacher will demonstrate to the students how to record all of
Weather their gathered data since Week 6 into structured and organized charts and
graphs with made up data. The students will work in their groups to put all
of their gathered data into appropriate graphs and charts. Student groups
will now organize another newscast to show what has been learned since
Week 6. Groups will be required to use the information that has been
learned to interpret their data in their newscasts.
Day 150 MK4-SC.6 S/A/T/G/OL The teacher will observe and assess the students on their
Weather newscasts. The teacher will assess the students on their group work,
creativity, and accuracy of content. The teacher will assign times for student
groups to watch both their newscasts during free time throughout the next
week. The student groups will present their newscasts. A student volunteer
will be responsible for recording the presentations. Student groups will have
a week to review their newscasts from Week 6 and Week 30 with the teacher.
The student will then write a one-page reflection on the content presented in
each newscast and the improvements made. The student will reflect on how
their increased knowledge of weather helped them in the second newscast.
Week 32
Day 156 MK4-SC.3 S/HS/ML The teacher will give a brief review of the first week of study
Electricity about electricity and magnetism. The teacher will explain the family activity
and worksheet to the class.
Magnetism http://www.teachervision.fen.com/tv/printables/scottforesman/Sci_4_FA_B3.
pdf
The student will be given a family activity to complete during this week of
study. The worksheet explains what the student is learning in reference to
electricity and magnetism. There are three activities. The student and family
may choose one of the first two. Every student will be required to do the
third activity as well.
Day 157 MK4-SC.3 S/T/V The teacher will give a presentation on the earth as a magnet. The
Electricity teacher will show the students a prepared PowerPoint that shows the earth’s
and magnetic pull. The PowerPoint will show a large bar magnet through earth
Magnetism with the magnet’s south pole pulling towards earth’s north pole and vice
versa. The student will draw a picture demonstrating their understanding of
the earth as a large magnet.
DA Advanced students may be encouraged to research and write a one-page
further explanation of the earth as a magnet. They may predict what might
happen if the bar magnet through the earth was moved (the south pole of the
magnet facing the south pole).
Day 158 MK4-SC.3 S/MO/LI/A The teacher will explain the relationship between electricity and
Electricity magnetism. The teacher will then instruct students through a movement
and activity. For instance, the teacher may say the ceiling is the north pole. The
Magnetism students respond by showing which way their bodies would be pulled. This
will allow the teacher to assess the students as they go through the
movements. The student will take part in a movement activity called North
Pole, South Pole (Magnetic Forces). Students will walk around the room as
the teacher calls out certain instructions to follow.
Cornett
Day 159 MK4-SC.3 S/R/A The teacher will give the students a reading comprehension activity
Electricity called Always Pointing North and then give the students a quiz corresponding
and to the reading. This activity will allow the teacher to assess the students’
Magnetism reading comprehension. The student will independently read an article
relating to the topic of magnetism used in compasses. The student will then
take a quiz relating to the article read that will assess the students’
comprehension.
Read and Understand, Science by Evan-Moor
Day 160 MK4-SC.3 S/HS/CZ/ML/LI The teacher will lead a class discussion on the results and
Electricity findings of the family experiments that were done through the week and relate
and the information to the speaker’s presentation. The student will write a
Magnetism paragraph reflecting on their results of the family activities. The student will
participate in a class discussion on what experiments they chose to do with
their family and the findings that they discovered.
Week 34
Day 166

STANDARD TESTING
Day 167

STANDARD TESTING
Day 168

STANDARD TESTING
Day 169

STANDARD TESTING
Day 170

STANDARD TESTING

**During this week, the teacher will administer the standardized testing. Students will
use their understanding and knowledge of the standards learned through this curriculum
on this standardized test.
**Students will be placed into four or five groups. Each group will be responsible for
creating a board game based on a specific topic (a book, Civil War, muscles and bones,
etc.). This activity will take place each day once the testing is complete. The first day
will be used to brainstorm the board game (name, directions, etc.). The second and third
days will be used to construct the game. The fourth day the students will create a typed,
direction sheet for the game. The remainder of the fourth day and the fifth day student
groups will play their own games to make sure all of the rules and directions are accurate
and complete. During Week 36, students will have opportunities to play the other board
games constructed by other student groups.
Week 36
Week 36
Day 176 MK4-SC.1 S/D/RT The teacher will introduce a mime/charade activity. The
Basic purpose of the activity is to make students think back through the year.
Scientific For example, the teacher may mime “Head, Shoulders, Knees, and
Skills Toes” to portray the muscles and bones unit. The student will mime
his/her favorite science concept or idea from the year. This may be an
idea or a specific lesson or experiment.
DA Students may create a dance to portray their favorite topic instead
of presenting a charade.
Day 177 MK4-SC.1 S/MA/G/V The teacher will give each group the materials for the
Basic Color Changing Milk experiment. The materials are milk, dinner
Scientific plate, food coloring, dish-washing soap, and cotton swabs. The
Skills teacher will explain that this has to deal with chemical bonding. The
students will work in small groups to experiment with colors.
Students can explore with different colors. Students will look forward
to the upcoming year to learn about something new such as chemical
bonding.
http://www.stevespanglerscience.com/experiment/00000066
Day 178 MK4-SC.1 S/MA/V/LI The teacher will introduce an activity that students can
Basic take home with them and use throughout the summer. The activity is
Scientific making a thermometer. The student will construct a thermometer out
Skills of an old soda bottle that they can use throughout the summer.
http://www.hobbyscience.com/thermometer.html
Day 179 MK4-SC.1 S/R/GA/RT/RY The teacher will bring out the board games that were
Basic created by student groups during the standardized testing week. The
Scientific student will interact with the other students as they play the board
Skills games that were created during Week 34 and the standardized testing.
The board games will allow students to enjoy the final two days of
school, but at the same time still applying what they learned
throughout the year.
Day 180 MK4-SC.1 S/R/GA/RT/RY The teacher will bring out the board games that were
Basic created by student groups during the standardized testing week. The
Scientific teacher will encourage students to try out a different board game or
Skills two today. The student will continue to interact with the other
students as they play the board games that were created during Week
34 and the standardized testing. The board games will allow students
to enjoy the final two days of school, but at the same time still
applying what they learned throughout the year.
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