Foreign Language Curriculum

Nature of Science (S 3-4: 1; S 3-4: 2, S 3-4: 3, S 3-4: 4, S 3-4: 5-8)

Formulating Questions & Hypothesizing

1. Student poses cause-effect questions.

2. Student uses observations and evidence to explain predictions (e.g. data patterns, cause-effect observations).

3. Student describes variables that affect systems using “if-then” statements.

Planning & Critiquing Investigations

1. Student develops a sequential plan to test a prediction/answer a question.

2. Student identifies tools, materials and equipment needed and data to collect.

3. Student explains how to ensure a “fair test” (e.g. variables to control, methods, and identifies potential design flaws).

Conducting Investigations

1. Student records and labels data (e.g. units of measure, labels and titles, trials, order).

2. Student’s drawings are detailed, complete.

3. Student selects appropriate representations to display data, graph, table) and observations.

4. Student follows and explains procedures.

5. Student interprets data: describes results, makes connections to predictions.

Developing & Evaluating Explanations

1. Student uses main points, details, and evidence to summarize results and conclusions.

2. Student uses labeled drawings and data tables to support interpretations (e.g. patterns, trends).

3. Student discusses possible errors in data.

4. Student relates data to prediction/question.

5. Student proposes new questions based on evidence.

Physical Science Electrical Energy, Magnetism (S3-4: 24, S3-4: 25)

1. Student demonstrates understanding of electrical energy and magnetism by building complete circuits, drawing diagrams of these electric circuits and predicting whether electricity flows or will not flow through the circuit.
2. Student demonstrates understanding of electrical energy and magnetism by using experimental data to classify different materials as conductors and insulators.
3. Student demonstrates understanding of electrical energy and magnetism by describing what happens when like and opposite poles of the magnet are placed near each other

§ A complete loop is needed through which an electric charge can flow.

§ Batteries are a source of electrical energy.

§ Electric circuits can produce light, run motors, and create sounds.

§ Certain materials are conductors of electricity. Non-conductors of electricity are called insulators

§ Magnets have opposite charged poles. When the same poles of magnets are placed near each other, they repel. When the opposite poles of magnets are placed near each other, they attract.

Life Science Structure and Function, Habitats, Ecosystems, Classification (S 3-4: 30; S 3-4: 35, S 3-4: 35; S 3-4: 36; S3-4: 34,

S 3-4: 38)

1. Student demonstrates understanding of structure and function and habitats by explaining how the physical structures/characteristics of an organism allow it to survive and defend itself.
2. Student demonstrates understanding of structure and function and habitats by researching and designing a habitat and explaining how it meets the needs of the organisms that live there.

§ Organisms can survive best only in habitats in which their needs are met.

§ Organisms have physical characteristics that help them to survive in their environment. These structures enable an organism to: defend itself, obtain food, reproduce, and eliminate waste.

3. Student demonstrates understanding of ecosystems by recognizing the importance of plants in all food chains and explaining how one organism depends upon another organism to survive.

§ Food for animals can be traced back to plants.

§ Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on animals for carrying their pollen to other plants for fertilizing their flowers).

§ Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow.

4. Student demonstrates understanding of classification by describing and sorting plants and animals into groups based on structural similarities and identifying differences in characteristics of a certain type of organism

§ The great variety of living things can be sorted into groups in many ways using various characteristics to decide which things belong to which group.

§ Organisms of the same kind differ in their individual characteristics/traits (e.g., Even though all dogs are of the same species, they can have very different traits).

Astronomy and Earth Science Solar System, Weather (S 3-4: 44,

S 3-4: 48)

1. Student demonstrates understanding characteristics of the solar system by creating a model of the planets and their correct order from the sun.

2. Student demonstrates understanding characteristics of the solar system by modeling how the earth rotating on its axis in relation to the sun and moon (i.e., day and night).

3. Student demonstrates understanding characteristics of the solar system by identifying similar star patterns/or groups from night photographs of the same location at different times of the years.

§ The earth is one of several planets that orbit the sun, and the moon orbits the earth

§ Like all planets and stars, the earth is approximately spherical in shape. The rotation of the earth on its axis every 24 hours produces the night and day cycle.

§ Stars are like the sun, but so far away that they look like points of light. Some are smaller; some are larger than the sun. The patterns of the stars stay the same, although they appear to move across the sky.

4. Student demonstrates understanding of weather as it changes over time by observing, recording and analyzing local weather data and making predictions based on that data. (Everyday Math)

§ Weather changes from day to day and over the seasons.

§ Weather can be described by measurable quantities (such as temperature, wind direction and speed, precipitation and air pressure

Environmental Science

1. Student demonstrates understanding of the environment by evaluating the impact that one’s choices have on the environment.

§ Human activity impacts the environment

Nature of Science (S 3-4: 1; S 3-4: 2, S 3-4: 3, S 3-4: 4, S 3-4: 5-8)

Formulating Questions & Hypothesizing

1. Student poses cause-effect questions.

2. Student uses observations and evidence to explain predictions (e.g. data patterns, cause-effect observations).

3. Student describes variables that affect systems using “if-then” statements.

Planning & Critiquing Investigations

1. Student develops a sequential plan to test a prediction/answer a question.

2. Student identifies tools, materials and equipment needed and data to collect.

3. Student explains how to ensure a “fair test” (e.g. variables to control, methods, and identifies potential design flaws).

Conducting Investigations

1. Student records and labels data (e.g. units of measure, labels and titles, trials, order).

2. Student’s drawings are detailed, complete.

3. Student selects appropriate representations to display data, graph, table) and observations.

4. Student follows and explains procedures.

5. Student interprets data: describes results, makes connections to predictions.

Developing & Evaluating Explanations

1. Student uses main points, details, and evidence to summarize results and conclusions.

2. Student uses labeled drawings and data tables to support interpretations (e.g. patterns, trends).

3. Student discusses possible errors in data.

4. Student relates data to prediction/question.

5. Student proposes new questions based on evidence.

Physical Science Electrical Energy, Magnetism (S3-4: 24, S3-4: 25)

1. Student demonstrates understanding of electrical energy and magnetism by building complete circuits, drawing diagrams of these electric circuits and predicting whether electricity flows or will not flow through the circuit.
2. Student demonstrates understanding of electrical energy and magnetism by using experimental data to classify different materials as conductors and insulators.
3. Student demonstrates understanding of electrical energy and magnetism by describing what happens when like and opposite poles of the magnet are placed near each other

§ A complete loop is needed through which an electric charge can flow.

§ Batteries are a source of electrical energy.

§ Electric circuits can produce light, run motors, and create sounds.

§ Certain materials are conductors of electricity. Non-conductors of electricity are called insulators

§ Magnets have opposite charged poles. When the same poles of magnets are placed near each other, they repel. When the opposite poles of magnets are placed near each other, they attract.

Life Science Structure and Function, Habitats, Ecosystems, Classification (S 3-4: 30; S 3-4: 35, S 3-4: 35; S 3-4: 36; S3-4: 34,

S 3-4: 38)

1. Student demonstrates understanding of structure and function and habitats by explaining how the physical structures/characteristics of an organism allow it to survive and defend itself.
2. Student demonstrates understanding of structure and function and habitats by researching and designing a habitat and explaining how it meets the needs of the organisms that live there.

§ Organisms can survive best only in habitats in which their needs are met.

§ Organisms have physical characteristics that help them to survive in their environment. These structures enable an organism to: defend itself, obtain food, reproduce, and eliminate waste.

3. Student demonstrates understanding of ecosystems by recognizing the importance of plants in all food chains and explaining how one organism depends upon another organism to survive.

§ Food for animals can be traced back to plants.

§ Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on animals for carrying their pollen to other plants for fertilizing their flowers).

§ Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow.

4. Student demonstrates understanding of classification by describing and sorting plants and animals into groups based on structural similarities and identifying differences in characteristics of a certain type of organism

§ The great variety of living things can be sorted into groups in many ways using various characteristics to decide which things belong to which group.

§ Organisms of the same kind differ in their individual characteristics/traits (e.g., Even though all dogs are of the same species, they can have very different traits).

Astronomy and Earth Science Solar System, Weather (S 3-4: 44,

S 3-4: 48)

1. Student demonstrates understanding characteristics of the solar system by creating a model of the planets and their correct order from the sun.

2. Student demonstrates understanding characteristics of the solar system by modeling how the earth rotating on its axis in relation to the sun and moon (i.e., day and night).

3. Student demonstrates understanding characteristics of the solar system by identifying similar star patterns/or groups from night photographs of the same location at different times of the years.

§ The earth is one of several planets that orbit the sun, and the moon orbits the earth

§ Like all planets and stars, the earth is approximately spherical in shape. The rotation of the earth on its axis every 24 hours produces the night and day cycle.

§ Stars are like the sun, but so far away that they look like points of light. Some are smaller; some are larger than the sun. The patterns of the stars stay the same, although they appear to move across the sky.

4. Student demonstrates understanding of weather as it changes over time by observing, recording and analyzing local weather data and making predictions based on that data. (Everyday Math)

§ Weather changes from day to day and over the seasons.

§ Weather can be described by measurable quantities (such as temperature, wind direction and speed, precipitation and air pressure

Environmental Science

1. Student demonstrates understanding of the environment by evaluating the impact that one’s choices have on the environment.

§ Human activity impacts the environment