| Topic |
Study References * |
| gather information including temperature, magnetism, hardness, and
mass using appropriate tools to identify physical properties of matter; |
STC Kit Lessons 1-12;
Textbook: UNIT E Pgs. E4-E13
Harcourt Text Unit E, Ch. 1-2 (p.E1-E56); E10 Magnets TR 80
Matter by Christopher Cooper
Exploring Matter with Toys by Mickey Sarquis
Why Can’t You Unscramble an Egg? And other not such dumb questions about matter by Vicki Cobb |
| select and use the appropriate instruments, including
centimeter rulers, meter sticks, graduated cylinders,
balances, and stopwatches, for making basic measurements. |
Harcourt Science 5: Using Science Process Skills, p. x-xv |
| identify the structure/parts of various animals; understand their specific functions. |
Harcourt Science 5: From Single Cells to Body Systems, lesson 3, p. A22-27 |
| compare and contrast a permanent magnet and an electromagnet. understand how electricity is generated by a moving magnetic field. |
“Electricity and Magnetism” – Blackline Master – Milliken Pub. Co. |
| understand how static electricity is created and occurs in nature. |
“Electricity and Magnetism” – Blackline Master – Milliken Pub. Co. |
| group organisms into categories, using their
characteristics: living things (kingdoms), plants (vascular
and nonvascular), and animals (vertebrates or
invertebrates). Name and describe two common examples
of each group. |
|
| demonstrate that electricity can flow in a circuit and can produce heat, light,
sound, and magnetic effects; |
Harcourt Science 5: Forms of Energy, lesson 2, p. F66-F73
Exploring Magnetism & Electricity
Heat/Energy
Magic School Bus Inside the Haunted House
Electricity: Where Does It Come From? |
| observe and record changes in the states of matter caused by the addition or reduction of heat; |
Textbook Unit E, Chapter 1, Lessons 1-3
Textbook Unit E, Chapter 2, Lessons 1-3 |
| use classification keys to identify rocks, minerals, and organisms.
A classification key is an important tool used to help
identify objects and organisms. It consists of a branching set
of choices organized in levels, with most levels of the key
having two choices. Each level provides more specific
descriptors, eventually leading to identification. |
Core Knowledge, What Your Third Grader Needs to Know,
VI. Science, Classifying Animals, pp. 292-296 |
| compare the adaptive characteristics of species that improve their ability to
survive and reproduce in an ecosystem; |
Harcourt Science 5: Living Things Interact, lesson 2, p. B43-B47
Core Knowledge, What Your Third Grader Needs to Know,
VI. Science, Ecology, pp. 339-344 |
| differentiate among the three types of plate tectonic
boundaries (divergent, convergent, and sliding) and how
these relate to the changing surface of the Earth and the
ocean floor. |
|
| understand the terms insulators, conductors, open and closed in
describing electrical circuits. |
The Magic School Bus and the Electric Field Trip ISBN 0-590-44683-5 |
| identify patterns of change such as in weather, metamorphosis, and objects in the sky; |
Textbook, Unit D, p. 34-36; p. 78-81
Animal Studies - Crab claw regeneration; life cycle of a frog (Lesson 7)
Textbook, Unit A, Chapter 1, Lesson 1-3
Textbook, Unit B, Chapter 2 Lesson 1-3 |
| identify changes that can occur in the physical properties of the ingredients
of solutions such as dissolving sugar in water; |
Harcourt Science 5: Matter and Its Properties, p. E2
Vocabulary Cards 57-60;69-82 |
| draw inferences based on information related to promotional materials for products and services; |
Food Chemistry TE – Investigating nutrients in foods. Lessons 1 through 16
Textbook pg. XIV, B50 |
| create a plausible hypothesis, stated in terms of cause and
effect, from a set of basic observations that can be tested.
This requires a student to comprehend what .cause and
effect. is and to be able to apply that idea in new
situations. The application should occur in terms of fourth
grade SOL-related concepts or other concrete situations.
Hypotheses should be stated in terms such as: .If the
water temperature is increased, then the amount of sugar
that can be dissolved in it will increase.. |
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Abbreviations Lookup Table
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