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Chester Township Public Schools |
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Science Curriculum |
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Science - Grade 4 |
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Investigation: Scientific Method
The learner will be able to
list and explain steps of the scientific method confirming the concept that scientists use certain methods to solve problems and by using the strips of the scientific method, people can find answers to many questions that puzzle them. The scientific method makes use of the basic processes of science. (NJCCCS5.3).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Alternative Actions |
Knowledge |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Investigation: Experiment
The learner will be able to
perform an experiment using steps of the scientific method. (NJCCCS 5.3).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Alternative Actions |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Investigations: Perform
The learner will be able to
perform a scientific investigation. (NJCCCS 5.1).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Investigations: Conducting |
Application, Analysis |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Investigations: Understanding
The learner will be able to
understand that a scientific investigation requires asking and answering a question; the answer must then be compared to other relative scientific facts. (NJCCCS 5.1, 5.3).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Investigations |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Instruments: Assist Scientists
The learner will be able to
understand that instruments assist scientists with observations, measurements, and other processes involved in a scientific investigation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Instruments |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Science, Tech. & Society: Men/Women
The learner will be able to
understand that both men and woman have contributed to science and technology (NJCCCS 5.1).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Science, Tech. & Society |
Knowledge |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Data: Collection/Understand/Tools
The learner will be able to
understand that gathering data may require using tools and technology (NJCCCS 5.1).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data: Collection |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Magnetism: Understanding
The learner will be able to
understand that magnets attract and repel other magnets, as well as some other types of materials confirming the concept the certain materials , due to their atomic structure, exert a magnetic force on certain other materials. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Magnetism: Properties |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Static Electricity
The learner will be able to
explain and give examples that demonstrate that static electricity is caused by a lock of surplus of electrons confirming the concept that objects become electrically charged by gaining or losing electrons. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Charged Objects
The learner will be able to
infer how charged objects affect to the charged objects as well as uncharged objects. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Charges of an Atom
The learner will be able to
identify the parts and charges of an atom. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Knowledge |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Open and Closed Circuits
The learner will be able to
discriminate between open and closed circuits confirming the concept that an electric current is a flow of charges through a circuit. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Analysis |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Conductors and Insulators
The learner will be able to
describe differences between conductors and insulators. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Simple Circuit
The learner will be able to
create a simple circuit and identify elements of a simple circuit. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Parallel Circuit
The learner will be able to
construct a series are parallel circuit and identify and explain the differences between the two types of circuits confirming the concept that there are two major types of circuits through which an electric current can flow- series and parallel. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Short
The learner will be able to
explain the effect of a short in a circuit. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Fuse
The learner will be able to
describe how a fuse protects the circuits in a building. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Circuit Breaker
The learner will be able to
describe the difference between a circuit breaker and a fuse. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Circuit Diagrams
The learner will be able to
build and draw circuit diagrams or series and parallel circuits. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Magnetism: Classify
The learner will be able to
classify materials a magnetic or non magnetic. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Analysis |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Magnetism: Magnet Interaction
The learner will be able to
explain how the poles of a magnet interact. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Magnetism: Earth's Magnetic Field
The learner will be able to
explain the magnetic field of Earth and how a compass is used to determine direction. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Electromagnet
The learner will be able to
explain and demonstrate how to make an electromagnet confirming the concept that an electrical current produces a magnetic field which can make useful tolls called electromagnets. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Electromagnet
The learner will be able to
infer and demonstrate what variable affect the strength of an electromagnet. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Electricity: Electromagnets Common Use
The learner will be able to
give examples of some common uses of electromagnets. (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
Knowledge |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Motion and Forces
The learner will be able to
recognize that some forces can act at a distance - gravity, magnetism, static electricity (NJCCCS 5.7).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acids |
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Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Weather: Atmosphere
The learner will be able to
recognize that air is a substance that surrounds us, takes up space and moves around us as wind. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Weather: Changes and Patterns
The learner will be able to
observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Weather: Forms of Percipitation
The learner will be able to
observe that when liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below its freezing point. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Comprehension, Evaluation |
Introduce |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Weather: Forms of Percipitation
The learner will be able to
observe that rain, snow, and other forms of precipitation come from clouds, but that not all clouds produce precipitation. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Weather: Preciptation
The learner will be able to
recognize that clouds and fog are made of tiny droplets of water adn possibly tiny particles of ice. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Weather: Atmosphere and Water
The learner will be able to
describe the composititon , circulation, and distribution of the world's oceans, estuaries, and marine environments. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Weather:Water Cycle
The learner will be able to
describe and illustrate the water cycle. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Comprehension |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers.. |
Classroom
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Weather: Atmosphere and Water
The learner will be able to
describe conditions in the atmosphere that lead to weather systems and how these systems are represented on weather maps. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Weather: Weather Station
The learner will be able to
utilize a working weather station to gather, interpret and graph data in order to be able to make predictions. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Application |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Earth' Properties : Rocks and Minerals
The learner will be able to
observe that most rocks and soils are made of several substances or minerals. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Knowledge |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Earth's Properties: Rocks and Minerals
The learner will be able to
observe that the properties of soil vary from place to place and will affect the soils ability to support life. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Knowledge |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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Eatth's Properties: Rocks and Minerals
The learner will be able to
recognize that fossils provide eveidence about the plants and animals that lived long ago and the nature of the environment at that time. (NJCCCS 5.8).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Air |
Knowledge |
Master |
New Jersey Core Curriculum Content Standards, National Science Education Standards, The Higher Order Learning (1999) Curriculum, Chester Science Currriculum Committee and Fourth Grade Teachers. |
Classroom
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