Ecosystems (4 Weeks)
S4L1. Obtain, evaluate, & communicate information about the roles of organisms & the flow of energy within an ecosystem.
a. Develop a model to describe the roles of producers, consumers, & decomposers in a community.
b. Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight & including producers, consumers & decomposers.
c. Design a scenario to demonstrate the effect of a change on an ecosystem.
d. Use printed & digital data to develop a model illustrating & describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct, or over-abundant.
Water (4 Weeks)
S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.
a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.
b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).
Quarter 1 Science
Earth and Moon (4 Weeks)
S4E2. Obtain, evaluate & communicate information to model the effects of the position & motion of the Earth & the moon in relation to the sun as observed from the Earth.
a. Develop a model to support an explanation of why the length of a day & night change throughout the year.
b Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous & full)
c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal change.
Stars and Planets (4 Weeks)
S4E1. Obtain, evaluate, & communicate information to compare & contrast the physical attributes of stars & planets.
a. Compare & contrast technological advances that have changed the amount & type of information on distant objects in the sky.
b. Construct an argument on why some stars appear to be larger or brighter than other stars
c. Construct an explanation of the differences between stars & planets in the sky.
d. Evaluate strengths & limitations of models of our solar system in describing relative size, order, appearance, & composition of planets & the sun.
- Steps of The Scientific Method
- Water Unit
• The water cycle is ongoing and is powered by the sun. Water circulates through the Earth's crust and
atmosphere as part of the water cycle.
• Water can exist in three states of matter: solid, liquid, gas.
• Clouds are formed when condensation occurs in the atmosphere.
• When liquid water evaporates, it turns into a gas in the air and if cooled can reappear as a liquid or a solid. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
• Identify the temperatures at which water becomes a solid and at which water becomes a gas.
• Investigate how clouds are formed.
• Explain the water cycle (evaporation, condensation, and precipitation).
Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and fog).
- Weather Unit
How does the weather reporter know what the weather will be tomorrow?
• Identify weather instruments and explain how each is used in gathering weather data and making forecasts
(thermometer, rain gauge, barometer, wind vane, anemometer).
• Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
• Use observations and records of weather conditions to predict weather patterns throughout the year.
• Differentiate Between Weather and Climate
Students will be able to…
Recognize the physical attributes of stars in the night sky such as number, size, color, and patterns.
Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky.
Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.
Identify how technology is used to observe distant objects in the sky.
Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
Explain the day/night cycle of the earth using a model.
Explain the sequence of the phases of the moon.
Demonstrate the revolution of the earth around the sun and the earth's tilt to explain the seasonal changes.
Demonstrate the relative size and order from the sun of the planets in the solar system.
This page is intended to keep parents informed of happenings in Mrs. Smith's Science Class.