Sci4

= Grade 4 Science =


 * ~ Unit ||~ Sept ||~ Oct ||~ Nov ||~ Dec ||~ Jan ||~ Feb ||~ Mar ||~ Apr ||~ May ||~ June ||
 * ~ Germination ||= x ||= x ||= x ||=  ||=   ||=   ||=   ||=   ||=   ||=   ||
 * ~ Seed Dispersal ||=  ||=   ||= x ||=   ||=   ||=   ||=   ||=   ||=   ||=   ||
 * ~ Ecosystems ||=  ||=   ||=   ||= x ||= x ||=   ||=   ||=   ||=   ||=   ||
 * ~ Skull Study ||=  ||=   ||=   ||=   ||= x ||= x ||=   ||=   ||=   ||=   ||
 * ~ Owl Pellets ||=  ||=   ||=   ||=   ||=   ||=   ||= x ||=   ||=   ||=   ||
 * ~ Human Evolution ||=  ||=   ||=   ||=   ||=   ||=   ||= x ||=   ||=   ||=   ||
 * ~ Plant Physiology & Growth ||=  ||=   ||=   ||=   ||=   ||=   ||=   ||= x ||= x ||= x ||
 * ~ Pollination ||=  ||=   ||=   ||=   ||=   ||=   ||=   ||=   ||= x ||= x ||

Curriculum Description
In 4 th Grade Science, students start the year by working on developing their skills as scientists. These skills include utilizing organizational strategies, making and recording observations and inferences, taking measurements, and following the scientific process of collecting data. The year begins with an exploration of germination. Through this study, students developed an understanding of the germination process. They also engage in work in the scientific method, designing lab investigations to test optimal conditions for seed germination. This work extends to developing an understanding of the needs of living things, and sets a foundation for exploring how other organisms within the ecosystem function. By looking at other organisms, we explore the concepts of niche and the physical and behavioral adaptations that have evolved to ensure their success.

In the winter, our study builds on the students’ understanding of basic needs, as we examine various mammal skulls, inferring the animals’ niche and eating habits. From their observations and inferences, students formulate their first scientific conclusions, determining from their observations whether the animal is a predatory or prey species, and whether the animal is an herbi-, carni-, or omnivore. We then extend our study of animal adaptations by focusing on the barn owl. Once again, students utilize their observation and inference skills when dissecting owl pellets. By examining the owls’ regurgitated pellets, students are able to draw conclusions about the barn owls’ eating habits and the composition and size of the prey population within the owls’ habitat. Students also build upon their understanding of barn owls and their adaptations by extracting relevant information from documentaries that we view throughout the study.

Our final unit of study is a close examination of plants, their life cycles, and adaptations. By the conclusion of the study, students dissected seeds, observed germinating seeds, dissected flowers, viewed a movie about flower reproduction and pollination, and read several readings about pollination. Students also plant Brassica rapa seeds and document the plant’s entire life-cycle. This project requires students to also assume the role of pollinator and transfer the pollen between flowers to ensure fruiting and seed production. Students apply the knowledge gained through this work in their culminating project. The final project requires students to apply their understanding of plant adaptation, floral reproduction, and pollination to create their very own fictitious plant with viable reproductive adaptations and a matching pollinator.

All fourth graders have science three times per week in half groups.

Course Objectives
toc
 * ==Observation & Inference==
 * ===Germination Investigation===
 * ==Ecosystems & Needs of Living Things==
 * ===Plant-Animal Relationships===
 * Photosynthesis
 * Leaf Chromatography
 * ==Predator-Prey Adaptations==
 * ===Skull Study===
 * ===Owl Pellets===
 * ==Brassica rapa==
 * ===Pollination Adaptations===

= Technology Applications =
 * ==[|Moodle]==
 * ==Wiki==
 * ==Vernier Probes & LabPro==
 * ==TinkerPlots==
 * ==SmartBoard==