grade 4 GSE science curriculum

​​AUG/SEP: Unit 1 - Ecosystems
Develop a model to describe the roles of  producers, consumers, and decomposers in a community
Develop simple models to illustrate the flow of energy through a
       food web/food chain beginning with sunlight and including
​       producers, consumers, and decomposers
Design a scenario to demonstrate the effect of a change on an ecosystem,
       including living and non-living factors
Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an
​       ecosystem when plants or animals become scarce, extinct or overabundant
Cross-cutting concepts:
       Patterns
       Cause and Effect
       Systems and System Models
       Scale, Proportion, and Quantity
       Energy and Matter
       Stability and Change
​
OCT/NOV: Unit 2 - Weather and Water
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
Develop models to illustrate multiple pathways water may take during the water cycle
       (evaporation, condensation, and precipitation)
Construct an explanation of how weather instruments (thermometer, rain gauge, barometer, wind vane, and        
       anemometer) are used in gathering weather data and making forecasts
Interpret data from weather maps, including fronts (warm, cold, and stationary), temperature, pressure, and
       precipitation to make an informed prediction about tomorrow’s weather
Ask questions and use observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to
       predict weather events
​Construct an explanation based on research to communicate the difference between weather and climate
Cross-cutting concepts:
       Patterns
       Cause and Effect
       Systems and System Models
       Scale, Proportion, and Quantity
       Energy and Matter
       Stability and Change

DEC/JAN: Unit 3 - Solar System
Ask questions to compare and contrast technological advances that have changed the amount and type of information
       on distant objects in the sky
Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others
       (differences refer to distance and size only)
Construct an explanation of the differences between stars and planets
Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and
       composition of planets and the sun (composition refers to rocky vs. gaseous only)
Develop a model to support an explanation of why the length of day and night change throughout the year 
Develop a model based on observations to describe the repeating pattern of the phases of the moon
​       (new, crescent, quarter, gibbous, and full) 
Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes
Cross-cutting concepts:
       Patterns
       Cause and Effect
       Systems and System Models
       Scale, Proportion, and Quantity
       Energy and Matter
       Stability and Change

JAN/FEB: Unit 4 - Light and Sound
Plan and carry out investigations to observe and record how light interacts with various materials to classify them as
       opaque, transparent, or translucent 
Plan and carry out investigations to describe the path light travels from a light source to a mirror and how it is reflected
       by the mirror using different angles 
Plan and carry out an investigation utilizing everyday materials to explore examples of when light is refracted
       (i.e. prisms, eyeglasses, and a glass of water) 
Plan and carry out an investigation utilizing everyday objects to produce sound and predict the effects of changing the strength or speed of vibrations 
Design and construct a device to communicate across a distance using light and/or sound
Cross-cutting concepts:
       Patterns
       Cause and Effect
       Systems and System Models
       Scale, Proportion, and Quantity
       Stability and Change

MAR/APR: Unit 5 - Forces and Motion
Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results 
Construct an argument to support the claim that gravitational force affects the motion of an object 
Ask questions to identify and explain the uses of simple machines and how forces are changed when simple machines
       are used to complete tasks
       (lever, pulley, wedge, inclined plane, wheel and axle, and screw) 
Cross-cutting concepts:
       Patterns
       Cause and Effect
       Systems and System Models
       Scale, Proportion, and Quantity
       Stability and Change
​
MAY: MAP Testing and Enrichment

---