K-6 Science Program. 4 th grade Base Program Description: Science

Transcription

1 K-6 Science Program The science program is built on three levels of inquiry: directed, guided and full inquiry. All three engage students in activities that build a strong science foundation. The ultimate goal is to have students conducting science investigations independently engaging in full inquiry. The program is designed so that when you teach science, you are also teaching reading. Each chapter has built in visual literacy to reach all students. Content Readers are available for every chapter for every grade level book. These readers teach the same content at three different reading levels so that all students have access. All Teacher and Student Editions are available online for teachers, students, and parents. and at The Macmillan McGraw-Hill (Kindergarten Sixth Grade), Scott Foresman Science program (Kindergarten Fifth Grade) and Houghton Mifflin (Sixth Grade) were selected from the approved textbook matrix adopted by the California State Board of Education and by the TRUSD in the summer of th grade Base Program Description: Science I. Content and Coverage: Students in grade four will learn to design and build simple electrical circuits and experiment with components such as wires, batteries, and bulbs. They will learn how to make a simple electromagnet and how electromagnets work in simple devices. They will observe that electrically charged objects may either attract or repel one another and that electrical energy can be converted into heat, light, and motion. Students in grade four expand their knowledge of food chains and food webs to include not only the producers and consumers they have previously discussed but also the decomposers of plant and animal remains, such as insects, fungi, and bacteria. They will also learn about other ecological relationships, such as animals using plants for shelter or nesting and plants using animals for pollination and seed dispersal. Students in grade four study rocks, minerals, and the processes of erosion. They also study the processes of weathering and erosion as a way of leading into the study of the formation of sedimentary rocks. Students in grade four learn to formulate and justify predictions based on cause-and-effect relationships, differentiate observation from inference, and conduct multiple trials to test their predictions. In collecting data during investigative activities, they learn to follow a written set of instructions and continue to build their skills in expressing measurements in metric system units. They will analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns, all of which support the Mathematics Content Standards.2 They should conduct scientific investigations and communicate their findings in writing. Science Framework for California Public Schools

2 II. Materials: The Macmillan McGraw-Hill (Kindergarten Sixth Grade), Scott Foresman Science program (Kindergarten Fifth Grade) and Houghton Mifflin (Sixth Grade) were selected from the approved textbook matrix adopted by the California State Board of Education and by the TRUSD in the summer of Materials may be accessed online using the following access codes. Pearson Scott Foresman 4 th Grade Access Code SFSCCL08CAEN4B. Macmillan McGraw-Hill III. Content Scheduling: This pacing guide is based on completing the labs, lessons, chapter reviews, and chapter tests. Tri 1 Pearson Scott Foresman Macmillan McGraw-Hill Physical Science Chapter # Lessons Physical Science Chapter # Lessons Electricity 1 3 Electricity 6 3 Magnetism 2 4 Magnetism 7 3 Tri 2 Earth Science Earth Science Minerals and Rocks 6 4 Rocks and Minerals 3 4 Our Changing Earth 7 4 Slow Changes on Earth 4 3 Fast Changes on Earth 5 3 Tri 3 Life Science Flow of Energy and Matter 3 4 Ecosystems 4 2 Interactions in Ecosystems 5 4 Life Science Living Things Need Energy 1 4 Living Things and Their Environment 2 4 Adjust as needed for STAR testing.

3 IV. Teaching Strategies: A. The science program is built on three levels of inquiry: directed, guided and full inquiry. All three engage students in activities that build a strong science foundation. The ultimate goal is to have students conducting science investigations independently engaging in full inquiry. The program is designed so that when you teach science, you are also teaching reading. Each chapter has built in visual literacy to reach all students. Content Readers are available for every chapter for every grade level book. These readers teach the same content at three different reading levels so that all students have access. All Teacher and Student Editions are available online and at B. Community resources are used when available and appropriate. These may include resource personnel, Discovery Museum, and field trips that directly relate to grade level curriculum and standards. V. Pupil Evaluation: Assessment should be ongoing. A. The Scott Foresman and McGraw-Hill assessments portion of each chapter ensures that there multiple, ongoing and embedded assessments throughout the program that prepare students for test success. Informal, (Reading Checks, Inquiry activities, questions) formal, (Lesson Wrap-Ups, Chapter Reviews, Chapter Benchmark Tests) and performance assessments (with scoring rubrics) are provided. B. Fifth grade students are tested each year on the fourth and fifth grade Science standards on the California Standards Test (STAR). VI. Selection Process (Time line): The Scott Foresman science program was implemented during the 2008 school year. The Macmillan McGraw-Hill program was implemented during the 2007 school year.

4 Elementary Grading Philosophy The Twin Rivers Unified School District believes that communication between home and school is critical to the success of students. The report card is a formal communication between the school and families that reports how a child is progressing towards meeting grade level standards. Grading helps the teacher: Communicate progress towards meeting California Standards to the student and parent Evaluate strengths and needs of each student Set instructional goals and plan teaching strategies and interventions Grading helps the student: See personal progress towards grade level standards Recognize how work may be improved Set personal goals for future learning Grading helps the parent/guardian: Be knowledgeable about the child s progress towards grade level standards Guide and assist the student in making academic and social progress Encourage their child to work towards goals

5 Elementary Grading Rubric A Advanced Consistently demonstrates high use of advanced thinking, skill and understanding of grade-level standards. Test scores consistently indicate a high level of understanding of grade level concepts and skills The student intuitively makes connections and applications to other areas. The student consistently uses appropriate academic language. Student work is complete and well organized- demonstrating a high level of commitment. B Proficient Consistently meets and understands grade-level standards. Test scores indicate a concrete understanding of grade level concepts and skills The student uses a variety of skills to demonstrate their understanding. The student may need prompting to utilize particular processes/strategies. Student work is complete and organized. C D F Basic Below Basic Far Below Basic Approaching grade-level standards. The student demonstrates some basic foundational levels. The student may have gaps in understanding and test scores may be inconsistent The student relies on familiar strategies and requires scaffolding and prompting to access grade level standards. Student work is generally complete but quality, thoroughness and organization varies. Consistently performing below grade-level standards Test scores indicate little or very weak understanding and acquisition of grade level concepts and skills. Student work varies widely in quality, thoroughness and completion. The student lacks basic foundational skills to access gradelevel standards. Test scores indicate little or no understanding of grade level concepts and skills. Student work demonstrates little or no understanding or may be frequently incomplete.