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NNPS Curriculum Pacing Guide – 4th Grade Science

NNPS Curriculum Pacing GuideSocial Studies/Science

4th Grade

Course Description

The standards for Virginia Studies allow students to develop a greater understanding of Virginia’s rich history, from the cultures of its native peoples and the founding of Jamestown to the present. Geographic, economic, and civic concepts are presented within this historical context. Students will develop the skills needed to analyze, interpret, and demonstrate knowledge of important events and ideas in our history, and will understand the contributions made by people of diverse cultural and ethnic backgrounds. Students will use geographic tools to examine the influence of physical and cultural geography on Virginia history. Ideas that form the foundation for political institutions in Virginia and the United States also will be included as part of the story of Virginia. Virginia Department of Education

The fourth-grade standards stress the importance of using information, analyzing data, and validating experimental results. Defining variables in experimentation is emphasized, and making simple predictions from picture, bar, and basic line graphs is underscored. Questioning and hypothesizing become more detailed at this level. Students are introduced to basic principles of electricity and to the concept of motion. Students explore basic information about our solar system and investigate the interactions among Earth, the moon, and the sun. Students explore basic plant anatomy, plant adaptations, and investigate relationships among plants and animals and their environments. In examining weather phenomena and conditions, students identify various factors, make predictions based on data, and evaluate the results. The importance of natural resources in Virginia is emphasized. Virginia Department of Education

Revised: 7/7/2014


1st Marking Period: How does where we live determine what “I CARE” about?

Estimated Time Enduring Understandings Essential Questions Topics Standar

dsUnit 1: It’s Important to Learn about Where I Am20 days The study of maps will help you

find the relative location of places.

The study of regions will help you identify the physical characteristics of places.

The geography of a region influences the products and industries.

Certain products and industries characterize each region.

Scientific Investigations ask and answer questions and compare the answers with what scientists already know.

How could living in a specific region affect my way of life?

How do landforms and water features affect my life?

What are the major products and industries of each region in Virginia?

How do I investigate our world as a scientist?

How do I share our observations

Virginia and bordering states

Regions of Virginia

Relative location

Water features important to early history of Virginia

Four major rivers and cities that developed along them

Products and Industries of Virginia regions

What you would find in Virginia today.

Make observations, conclusions, inferences, and predictions

VS 1.b

VS 1.c

VS 1.d

VS 1.i

VS 2.a

VS 2.b

VS 2.c

VS 10b

4.1

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ds

Scientists use a variety of tools to gather, verify, interpret, and report data.

Natural Resources are limited and should be protected.

and results with others?

Why should I conserve and protect Virginia’s watersheds?

Use metric units of measurement and choose appropriate instruments

Measure elapsed time

Make predictions, inferences, and draw conclusionsanalyze the variables

Create a hypothesis

Virginia’s natural resources

Application of English and mathematics;Essential scientific investigation skills require:

4.1 The student will use effective oral communication skills in a variety of settings.b) Contribute to group discussions across content areas.

Revised: 7/7/2014



dsc) Seek ideas and opinions of others.d) Use evidence to support opinions.e) Use grammatically correct language and specific vocabulary to communicate ideas.f) Communicate new ideas to others.g) Demonstrate the ability to collaborate with diverse teams.h) Demonstrate the ability to work independently.’

4.2 The student will make and listen to oral presentations and reports.a) Use subject-related information and vocabulary.b) Listen to and record information.c) Organize information for clarity.

4.4 The student will expand vocabulary when reading.a) Use context to clarify meanings of unfamiliar words.b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.c) Use word-reference materials, including the glossary, dictionary, and thesaurus.e) Use vocabulary from other content areas.

4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.c) Identify the main idea.d) Summarize supporting details.f) Describe the relationship between text and previously read materials.h) Draw conclusions/make inferences about text.i) Make, confirm, or revise predictions.j) Identify cause and effect relationships.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.

4.6 The student will read and demonstrate comprehension of nonfiction texts.a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.b) Formulate questions that might be answered in the selection.c) Explain the author’s purpose.d) Identify the main idea.e) Summarize supporting details.f) Draw conclusions and make simple inferences using textual information as support.g) Distinguish between cause and effect.i) Use prior knowledge and build additional background knowledge as context for new learning.

Revised: 7/7/2014



dsj) Identify new information gained from reading.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.

4.7 The student will write cohesively for a variety of purposes.a) Identify intended audience.b) Focus on one aspect of a topic.c) Use a variety of pre-writing strategies.d) Organize writing to convey a central idea.f) Write a clear topic sentence focusing on the main idea.g) Write two or more related paragraphs on the same topic.j) Revise writing for clarity of content using specific vocabulary and information.k) Include supporting details that elaborate the main idea.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.a) Use subject-verb agreement.b) Include prepositional phrases.c) Eliminate double negatives.d) Use noun-pronoun agreement.e) Use commas in series, dates, and addresses.f) Incorporate adjectives and adverbs.g) Use correct spelling for frequently used words, including common homophones.h) Use singular possessives.

4.9 The student will demonstrate comprehension of information resources to research a topic.a) Construct questions about a topic.b) Collect information from multiple resources including online, print, and media.c) Use technology as a tool to organize, evaluate, and communicate information.d) Give credit to sources used in research.

4.6 The student willa) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate; andb) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and

between units within the metric system (grams and kilograms).

Revised: 7/7/2014



ds4.7 The student will

a) estimate and measure length, and describe the result in both metric and U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards;

inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).

4.8 The student willa) estimate and measure liquid volume and describe the results in U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons).

4.14 The student will collect, organize, display and interpret data from a variety of graphs

*including the following skills: Observation, inference, and classifying according to characteristics.

Unit 2: Certain Things are Available Where I Live18 days Social scientists gather, classify,

record, and use information from maps, charts, and artifacts in order to understand people and places from the past.

The study of human and environmental interactions helps us understand how people live.

How does the past help me understand the present?

How do I learn about people from the past?

Locating American Indian (First American) Language groups

American Indian (First American) adaptations

American Indians

VS 1.e

VS 1.g

VS 1.i

VS 2.dVS 2.e

VS.2.f

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ds


Natural Resources are limited and should be protected.

Why should I protect and conserve Virginia’s watersheds and natural resources (animals, plants, minerals, rocks, ores, energy sources, forests, soil, and land)?


How do I share our observations and results with others?

today

State Recognized tribes

Using archeology to connect to the past

Natural and human-made resources

Rivers, lakes, and bays

Identify watershed addresses

Mineral resources

Natural and cultivated forests in Virginia

Soil and land uses important in Virginia

VS.2.g 4.9

4.1


4.1 The student will use effective oral communication skills in a variety of settings.b) Contribute to group discussions across content areas.

Revised: 7/7/2014



dsc) Seek ideas and opinions of others.d) Use evidence to support opinions.e) Use grammatically correct language and specific vocabulary to communicate ideas.f) Communicate new ideas to others.g) Demonstrate the ability to collaborate with diverse teams.h) Demonstrate the ability to work independently.’




4.6 The student will read and demonstrate comprehension of nonfiction texts.a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.b) Formulate questions that might be answered in the selection.c) Explain the author’s purpose.d) Identify the main idea.e) Summarize supporting details.f) Draw conclusions and make simple inferences using textual information as support.g) Distinguish between cause and effect.i) Use prior knowledge and build additional background knowledge as context for new learning.

Revised: 7/7/2014



dsj) Identify new information gained from reading.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.






Revised: 7/7/2014


2nd Marking Period: How does knowing about the past determine my choices for today and tomorrow?


dsUnit 3: The Past has Shaped Virginia14 days People move to improve their lives.

Representative government allows us to participate in decisions about our lives.

The way you get along with people around you affects your ability to be successful

Why do people choose to move?

Why is having a say in government important to you?

How can relationships within your community affect the way you live?

Reasons for colonization

Jamestown physical characteristics

Importance of Virginia charters

Hardships at Jamestown

Relationship with Native peoples

First legislative body

VS 1.a-1.g

VS 1.i

VS 3.a -3.g

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ds

All living things have unique characteristics that help them survive.

Plants and animals in an ecosystem interact with one another and the non-living environment, both positively and negatively.

How do organisms interact with each other and their surroundings?

How is energy passed from one organism to another in a food web?

How do humans impact an ecosystem?



Arrival of Africans and women

Werowocomoco

Using archeology to connect to the past

Physical and behavioral adaptations

Communities exist in habitats

Illustrate the food webs in a local area

Niches of organisms within the community

4.54.1

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dsOrganism interactions with the environment

Influences of human activity on ecosystems


4.1 The student will use effective oral communication skills in a variety of settings.b) Contribute to group discussions across content areas.c) Seek ideas and opinions of others.d) Use evidence to support opinions.e) Use grammatically correct language and specific vocabulary to communicate ideas.f) Communicate new ideas to others.g) Demonstrate the ability to collaborate with diverse teams.h) Demonstrate the ability to work independently.’



4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.

Revised: 7/7/2014



dsc) Identify the main idea.d) Summarize supporting details.f) Describe the relationship between text and previously read materials.h) Draw conclusions/make inferences about text.i) Make, confirm, or revise predictions.j) Identify cause and effect relationships.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.

4.6 The student will read and demonstrate comprehension of nonfiction texts.a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.b) Formulate questions that might be answered in the selection.c) Explain the author’s purpose.d) Identify the main idea.e) Summarize supporting details.f) Draw conclusions and make simple inferences using textual information as support.g) Distinguish between cause and effect.i) Use prior knowledge and build additional background knowledge as context for new learning.j) Identify new information gained from reading.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.


4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.a) Use subject-verb agreement.b) Include prepositional phrases.c) Eliminate double negatives.

Revised: 7/7/2014



dsd) Use noun-pronoun agreement.e) Use commas in series, dates, and addresses.f) Incorporate adjectives and adverbs.g) Use correct spelling for frequently used words, including common homophones.h) Use singular possessives.



Unit 4: Plants are Important to Survival and the Economy11 days People move to improve their lives.

In the past it would be more difficult for me to get what I want

Why do people choose to move?

How would my life be different if I didn’t have money or stores?

Influence of cultural groups

Relocation of the

VS 1.b – 1.f

VS 1.i

Revised: 7/7/2014



dsor need.

Function and structure of typical plants

Processes involved with plant reproduction

How could I meet my basic needs differently if I lived in the past?

How do plants reproduce?

How do plants make their own food?


How do I share our observations and results with others? How do I share our observations and results with others?

capital

Agriculture and Economics

Barter, money, and credit

Tobacco as a cash crop

Everyday life in colonial Virginia

Slavery in Virginia

Identify parts of plants and flowers, and explain the function of each

Compare and contrast different ways plants are pollinated

Ferns and mosses

VS 4.a

VS 4.b

VS 4.c

VS 4.d

VS 4.e

4.44.1

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dsreproduction

The process of photosynthesis

Explain the role of adaptations of common plants





4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.c) Identify the main idea.

Revised: 7/7/2014



dsd) Summarize supporting details.f) Describe the relationship between text and previously read materials.h) Draw conclusions/make inferences about text.i) Make, confirm, or revise predictions.j) Identify cause and effect relationships.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.



4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.a) Use subject-verb agreement.b) Include prepositional phrases.c) Eliminate double negatives.d) Use noun-pronoun agreement.

Revised: 7/7/2014



dse) Use commas in series, dates, and addresses.f) Incorporate adjectives and adverbs.g) Use correct spelling for frequently used words, including common homophones.h) Use singular possessives.




dsUnit 5: Change is a Process15 days Leaders shape and are shaped by

needs of the time.

Economics and social ties influence decisions.

What are the characteristics of leaders?

What motivates people to choose a side?

How do people’s actions shape history?

Conflicts with the crown

Declaration of Independence

Roles played by Virginians during the Revolutionary War

Contributions of Virginians

Battles: The

VS 1.a- 1.d

VS 1.f

VS1.g

VS 1.h

VS 1.i

VS 5.a The New Nation The New Nation

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ds

All living things have unique characteristics that help them survive.

How plants adapt to satisfy life needs and respond to the environment.

How do living things adapt in order to survive?



Battle of Great Bridge and Victory at Yorktown

Physical and behavioral adaptations

Communities exist in habitats

Illustrate the food webs in a local area

Niches of organisms within the community

Organism interactions with the environmentInfluences of human activity on ecosystems

VS5.b

VS 5.c

4.54.44.1

Revised: 7/7/2014



dsIdentify parts of plants and flowers, and explain the function of eachCompare and contrast different ways plants are pollinatedFerns and mosses reproductionThe process of photosynthesis

Explain the role of adaptations of common plants



Revised: 7/7/2014



ds4.2 The student will make and listen to oral presentations and reports.

a) Use subject-related information and vocabulary.b) Listen to and record information.c) Organize information for clarity.




4.7 The student will write cohesively for a variety of purposes.a) Identify intended audience.b) Focus on one aspect of a topic.

Revised: 7/7/2014



dsc) Use a variety of pre-writing strategies.d) Organize writing to convey a central idea.f) Write a clear topic sentence focusing on the main idea.g) Write two or more related paragraphs on the same topic.j) Revise writing for clarity of content using specific vocabulary and information.k) Include supporting details that elaborate the main idea.





Revised: 7/7/2014


3rd Marking Period: How can my choices impact others and my environment?

Unit 6: New Beginnings and Predictions

16 daysPeople have made important contributions to history through values and ideas expressed in writing, leadership, and politics.

Checks and balances form an important part of our government.

People move in order to improve their lives.


Weather is driven by a series of interactions in the atmosphere and can be predicted and measured.

How did the leadership qualities of George Washington and James Madison impact the new nation?

How did the ideas of George Mason and Thomas Jefferson influence the new nation?

How did the land influence Virginians to migrate to the western frontier?

How does each part of the Virginia State government function?

How do we recognize different weather conditions?

How do I investigate my world as a scientist?

How do I share my observations and results with others?

Washington and Madison

Mason & Jefferson

Important Documents

Migration WestThree branches of modern government

Differentiate between the types of weather associated with high and low pressure air masses

Differentiate between cloud types and the associated weather

Compare and

VS 1.f

VS 1.e

VS 1.h

VS6.a

VS 6.b

VS 6.c

VS.10a

4.64.1

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contrast the different types of precipitation

Describe the weather conditions associated with each type of storm, and explain when they occur





4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.c) Identify the main idea.d) Summarize supporting details.

Revised: 7/7/2014


f) Describe the relationship between text and previously read materials.h) Draw conclusions/make inferences about text.i) Make, confirm, or revise predictions.j) Identify cause and effect relationships.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.



4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.a) Use subject-verb agreement.b) Include prepositional phrases.c) Eliminate double negatives.d) Use noun-pronoun agreement.e) Use commas in series, dates, and addresses.f) Incorporate adjectives and adverbs.g) Use correct spelling for frequently used words, including common homophones.

Revised: 7/7/2014


h) Use singular possessives.




4.8 The student willa) estimate and measure liquid volume and describe the results in U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons).




dsUnit 7: There are Consequences to Choosing Sides14 days Political, economic, and geographic

divisions existed among communities leading up to war.

Location is the key to battles.

Diverse groups have different reasons for participating or not participating in a war.

What’s worth fighting for?

Why is important to know your community’s involvement in history?

What are some ways you can stand up for what you believe?

Division of a nation

The roles of Virginians in the war

Virginia as a

VS 1. f

VS 1. e

VS 1.h

VS 7.a

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ds


How are weather tools and methods used to predict changes in weather conditions over time?

battleground

Abolitionists

Weather tools

VS 7.b

VS 7.c

VS 1.a – 1.g

VS 1.i





Revised: 7/7/2014



ds4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.

c) Identify the main idea.d) Summarize supporting details.f) Describe the relationship between text and previously read materials.h) Draw conclusions/make inferences about text.i) Make, confirm, or revise predictions.j) Identify cause and effect relationships.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.



4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.a) Use subject-verb agreement.

Revised: 7/7/2014



dsb) Include prepositional phrases.c) Eliminate double negatives.d) Use noun-pronoun agreement.e) Use commas in series, dates, and addresses.f) Incorporate adjectives and adverbs.g) Use correct spelling for frequently used words, including common homophones.h) Use singular possessives.




4.7 The student willa) estimate and measure length, and describe the result in both metric and U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards;

inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).

4.9 The student will determine elapsed time in hours and minutes within a 12-hour period.



Revised: 7/7/2014



ds

Unit 8: Progression of Virginia14 days War is a restructure of power and

assets to the winner. It takes a long time to recover from a war.

Communities change when economies change.

Everything has the potential for some form of motion.

A force must be applied to change the movement of an object.

How does war change things?

What are the positive and negative results of a war?

How does an economy changing over time affect the people in an area?

What causes objects to move?

How can I change the motion of an object?


Problems faced by Virginians during Reconstruction

Measures to solve the problems

Freedman’s Bureau

Sharecropping

Jim Crow Laws Economic Developments

Position of an objectSpeedInterpret dataForcesMotion

VS 1.e

VS 1.f

VS 8a b, & c

VS 9.a

VS 10.c

4.24.1

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dsHow do I share our observations and results with others? Kinetic energy

Effect of friction on moving objects

4th Marking Period: How did our contributions impact our community?

Unit 9: Contributions that Impacted Virginians18 days Leaders shape and are shaped by

needs of the time.

The Civil Rights Movement defined fairness and equality and gave people a voice.

People’s views are shaped by their environments and can change over a period of time.

How do people’s actions shape history?

How would my life be different if the Civil Rights Movement did not happen?

Why do people see laws differently?

Desegregation, segregation, discrimination, and integration

Massive Resistance

Brown vs. Board of Education

Political, social, economic, and international contributions of 20th century Virginians

VS 1.b – 1.g

VS 8.b

VS 9.b

VS 9.c

VS 9.d

Revised: 7/7/2014




Energy can be changed into different forms. (i.e., thermal, radiant, and mechanical)

Specific types of circuits are used for different purposes.

How does converting energy from one form to another affect me and my surroundings?

How are electromagnets useful in my daily life?

When would I use a parallel circuit or a series circuit?

How do I investigate my world as a scientist?

How do I share my observations and results with others?

Insulators, conductors, open and closed circuits

Dry cell symbols (–) and (+)

Parallel and series circuitsThermal, radiant, and mechanical energies

Permanent magnets and electromagnets

Magnetic fieldStatic electricity

4.34.1


4.1 The student will use effective oral communication skills in a variety of settings.b) Contribute to group discussions across content areas.c) Seek ideas and opinions of others.d) Use evidence to support opinions.e) Use grammatically correct language and specific vocabulary to communicate ideas.f) Communicate new ideas to others.

Revised: 7/7/2014


g) Demonstrate the ability to collaborate with diverse teams.h) Demonstrate the ability to work independently.’





4.7 The student will write cohesively for a variety of purposes.a) Identify intended audience.

Revised: 7/7/2014


b) Focus on one aspect of a topic.c) Use a variety of pre-writing strategies.d) Organize writing to convey a central idea.f) Write a clear topic sentence focusing on the main idea.g) Write two or more related paragraphs on the same topic.j) Revise writing for clarity of content using specific vocabulary and information.k) Include supporting details that elaborate the main idea.





Revised: 7/7/2014


Unit 10:The Big Picture

20 days

(review unit may be longer based on your school’s sol schedule)

5/5/13- end of school

(Review unit may be longer based on your school’s sol schedule).

Our solar system undergoes regular patterns of change and natural cycles both quickly and over time.

Our understanding of the solar system is constantly changing and improving.

How has Virginia changed over time?

How has Virginia influenced change in our country?

Can I tell the story of Virginia?

What causes objects in my solar system to undergo regular patterns of change and natural cycles?

How are the planets alike and different?



Cumulative Review

Name, describe, and sequence the eight planets

Rotation and revolutionCause of season, day & night, and phases of the moon

What Aristotle, Ptolemy, Copernicus, and Galileo observed and what influenced their conclusions

Contributions of the NASA Apollo missions to our

VS1-10

4.74.84.1

Revised: 7/7/2014


understanding of the moonSurface conditionof Earth, the moonand the sun





4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.c) Identify the main idea.d) Summarize supporting details.f) Describe the relationship between text and previously read materials.h) Draw conclusions/make inferences about text.i) Make, confirm, or revise predictions.j) Identify cause and effect relationships.

Revised: 7/7/2014


k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.




4.9 The student will demonstrate comprehension of information resources to research a topic.a) Construct questions about a topic.

Revised: 7/7/2014


b) Collect information from multiple resources including online, print, and media.c) Use technology as a tool to organize, evaluate, and communicate information.d) Give credit to sources used in research.



4.9 The student will determine elapsed time in hours and minutes within a 12-hour period.



Revised: 7/7/2014

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