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Science/Social
Studies
Objectives: This is a general overview of what
the teacher will teach and what the student is expected to master.
Science
-Explain
and use skills necessary to conduct scientific inquiry.
-Form hypotheses and predict outcomes of problems to be investigated.
-Use the senses and simple tools to gather qualitative information about
objects or events (size, shape, color, texture, sound, position, change).
-Demonstrate the accurate use of simple tools to gather and compare
information
-Tools (English rulers [to the nearest eighth of an inch], metric rulers [to
the nearest centimeter], thermometers, scales, hand lenses, microscopes,
balances, clocks, calculators, anemometers, rain gauges)
-Types of data (height, mass/weight, temperature, length, distance, volume,
area, perimeter)
-Use simple sketches, diagrams, tables, charts, and writing to draw
conclusions and communicate data results.
-Interpret and describe patterns of data using drawings, diagrams, charts,
tables, graphs, and maps.
-Explain why scientists and engineers often work in teams with different
individuals doing different things that contribute to the results.
-Draw conclusions about important steps (e.g., making observations, asking
questions, trying to solve a problem, etc.) that led to inventions and
discoveries.
-Develop an understanding of the properties of Earth materials, objects in
the sky, and changes in Earth and sky.
-Investigate, record, analyze and predict weather by observing, measuring
with simple weather instruments (thermometer, anemometer, wind vane, rain
gauge, barometer and hygrometer), recording weather data (temperature,
precipitation, sky conditions, and (cont.) weather events), and using past
patterns to predict future patterns.
-Describe how human activities have decreased the capacity of the environment
to support some life forms.
-Reducing
the amount of forest cover
-Increasing the amount of chemicals released into the atmosphere
-Farming intensively
-Compare and contrast the seasons and explain why seasons vary at different
locations on Earth.
-Describe objects in the universe including their movement.
-Physical features of the moon (craters, plains, mountains)
-Appearance and movement of Earth and its moon (e.g., waxing/waning of the moon
and lunar/solar eclipses)
-Why a planet can be seen in different constellations (locations) at
different times
-Summarize the process that results in deposits of fossil fuels and conclude
why fossil
fuels are classified as nonrenewable resources.
-Describe how external forces including
heat, wind and water affect the Earth’s surface.
-Using
maps, students identify watershed and run-off patterns of local areas.
-Group
landform examples by the forces that may have created them.
-Analyze
and predict the weather using the thermometer, anemometer, rain gauge,
barometer and hygrometer.
-Recognize
and collect data of extreme weather conditions.
-Describe
ways to protect the air we breathe.
-Recognize
the need for conservation of water resources.
-Discuss
the ways man can protect and manage organisms in the environment
Social
Studies/MS History
-Develop
an understanding of the state in relationship to the expanding horizon theme.
-Describe
the history of people who first lived in Mississippi.
-Assess
the impact of the first European explorers in Mississippi.
-Evaluate
the impact and interactions among all groups throughout the history of
Mississippi (e.g., European, African, Asian, Native Americans, etc.).
-Identify
the ideas and individuals that were significant in the development of
Mississippi and that helped to forge its unique identity (e.g., cotton as
king, Mississippi waterways, music, literature, etc.).
-Explain
the connections between Mississippi and other states (e.g., economic,
political borders, etc.).
-Acquire
the characteristics to be a responsible citizen at the local, state, national
and international level.
-Explain
the functions, responsibilities, and histories of governments.
-Explain
the process of electing local and state officials.
-Explain
the student's role as a responsible citizen (e.g., justice, equality,
responsibility, freedom, integrity, loyalty, honesty, diversity, compassion,
fairness, courage, authority, rule of law, etc.).
-Recognize
responsibilities of the individual at home school, community and state(e.g.,
courteous public behavior, respect for the rights and property of others,
tolerance, honesty, compassion, self-control, participation in the democratic
process, and work for the common good).
-Demonstrate
the ability to use social studies tools (e.g., timelines, maps, primary
sources, globes, compasses, graphs, technological resources, grids,
schedules, etc.). (C, H, G, E)
-Describe
relationships among people, places, and environments (e.g., the Delta and the
blues, etc.).
-Demonstrate
spatial and ecological perspectives to life situations (e.g., location of
waste disposals in the state, wetlands, forest areas, etc.).
-Locate
Mississippi in relation to other states.
-Identify
time relevant to the student's environment (e.g., home/school) by using
social studies tools (e.g., maps, timelines, graphs, etc.).
-Review
cardinal and intermediate directions.
-Recognize
space relevant to a student's environment (e.g., home/school, etc.) by using
social studies tools (e.g., cardinal directions, map legends, etc.).
-Sequence
historical events in proper chronological order (e.g., Battle of Vicksburg,
etc.).
-Locate
various places in Mississippi using a grid (e.g., city or state map).
-Identify
the interdependence of economics (self, family, local, and state).
-Compare
the resources and scarcity of resources in a local region to other regions in
Mississippi (e.g., Delta’s rich soil vs. coastal waters).
-Compare
the resources and scarcity of resources of regions in Mississippi to other
state regions.
-Describe
the division of labor within the state (e.g., government, industry,
agriculture).
-Describe
the opportunity cost of choices made within Mississippi (e.g., cotton farming
vs. soybean, pasture vs. manufacturing, beaches vs. casinos, landfill vs.
park, etc.).
-Integrate,
connect, and apply social studies into other subject areas and everyday life.
-Identify
story elements in read-aloud stories based on Mississippi (e.g., Steamboats
on the MS).
-Identify
various cultures in Mississippi (e.g., Native American).
-Measure
the distance between geographical locations discussed within stories (e.g.,
Devil’s Highway – measure distance traveled along The Natchez Trace).
-Identify
regional soil types in Mississippi and investigate their effects on local
agriculture.
Assessments: A test will be given at the end
of each unit. The following is the Biloxi Public Schools grading scheme for
fourth grade Science and Social Studies.
The grade will consist of 60% major tests, and 40% from
activities.
Homework/Assignments/Projects: Homework
due the following day unless otherwise specified. Assignments aren't accepted late except for
absence from school.
Reteaching and Retesting:
Students will be retaught and retested within 10 days of
receiving his or her failing test grade.
Any other grade can be retested with a written request from the
parent. In order to be retested, the
student will have to invest his/her time before school. If not, the student will not be eligible to
retest.
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