Grade4
I.	Inquiry								Project WILD	Aquatic Project WILD
	Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas.  Safety issues should be addressed as developmentally appropriate.
	A.	Process Skills
									52-Tracks!	A-142 Deadly Skies
		1	Observe						116-Seeing Is Believing Or The Eyes…!	A-38 Water Canaries
			a.	Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).					22-Microtrek Treasure Hunt	A-22 Puddle Wonders!
									322-Can Do!	A-68 The Edge Of Home
									16-Grasshopper Gravity	A-86 Fishy Who's Who
									62-Learning To Look, Looking To See	A-64 Micro Odyssey
		2	Classify
			a.	Compare, sort, and group concrete objects according to two attributes.					100-Graphananimal	A-88 Fashion A Fish
										A-38 Water Canaries
										A-12 Water Plant Art
			b.	Arrange objects in sequential order.
		3	Measure
			a.	Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).						A-8 How Wet Is Our Planet?
										A-22 Puddle Wonders!
										A-172 Watershed
										A-26 Whale Of A Tail
		4	Communicate						114-Adaptation Artistry	A-126 Aquatic Times
			a.	Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.					6-Bearly Born	A-20 Designing A Habitat
									322-Can Do!	A-154 Dragonfly Pond
									108-Forest In A Jar	A-88 Fashion A Fish
									100-Graphananimal	A-86 Fishy Who's Who
									276-Keeping Score	A-44 Mermaids And Manatees
									262-Migration Barriers	A-64 Micro Odyssey
									284-Planning For People And Wildlife	A-22 Puddle Wonders!
		5	Infer							A-126 Aquatic Times
			a.	Explain or interpret an observation based on data and prior knowledge.					80-Environmental Barometer	A-142 Deadly Skies
									108-Forest In A Jar	A-86 Fishy Who's Who
										A-22 Puddle Wonders!
			b.	Discriminate between observations and inferences.						A-22 Puddle Wonders!
		6	Predict
			a.	Use prior knowledge and observations to identify and explain in advance what will happen.
										A-22 Puddle Wonders!
			b.	Discriminate between inferences and predictions.						A-22 Puddle Wonders!
	B.	Inquiry
		1	Plan and conduct a simple investigation.
			a.	Ask a question about objects, organisms, and events in the environment.					144-Owl Pellets	A-142 Deadly Skies
										A-38 Water Canaries
			b.	Plan and conduct a simple investigation — a fair test.					144-Owl Pellets	A-142 Deadly Skies
										A-38 Water Canaries
			c.	Select and use appropriate equipment and tools to gather data and extend the senses.
									144-Owl Pellets	A-142 Deadly Skies
										A-38 Water Canaries
			d.	Use data to construct a reasonable explanation.					144-Owl Pellets	A-142 Deadly Skies
										A-38 Water Canaries
			e.	Communicate investigations and explanations.					144-Owl Pellets	A-142 Deadly Skies
										A-38 Water Canaries
II.	Life Science
	Unit of Study: Organisms and Their Environment
	A.	Characteristics of Organisms
		1	Organisms have basic needs and can survive only in environments in which their needs can be met.  The world has many different environments, and distinct environments support the life of different types of organisms.
			a.	Identify the characteristics of different environments, such as forests, wetlands, grasslands, deserts, and in polar, temperate, and tropical regions.					120-Polar Bears In Phoenix?	A-54 Wetland Metaphors
									80-Environmental Barometer	A-58 Marsh Munchers
									100-Graphananimal	A-64 Micro Odyssey
			b.	Describe the diversity of life forms (vertebrate and invertebrate animals and plants) supported by each environment.
									40-Habitat Rummy
									102-Urban Nature Search
			c.	Investigate the relationships between the basic needs of different organisms and whether or not a particular environment meets those needs.					80-Environmental Barometer	A-20 Designing A Habitat
									100-Graphananimal	A-38 Water Canaries
									36-Habitracks
									120-Polar Bears In Phoenix?
		2	Organisms have senses that help them detect internal and external cues.
			a.	Analyze specific behaviors influenced by internal cues (e. g., hunger and thirst).
			b.	Analyze specific behaviors influenced by external cues in the environment (e. g., temperature, light, and precipitation).
			c.	Describe how animal sensory organs (including human eye and ear) detect external cues.  (P)
		3	Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment.
			a.	Identify and describe characteristics and behaviors that are inherited (e.g., color of flowers and animal instincts).
			b.	Identify and describe characteristics and learned behaviors that enable organisms to survive in their environment (e.g., bear learning to fish).
			c.	Distinguish major groups of organisms based on significant characteristics (e.g., body covering, number of legs, body parts, type of skeleton).
	B.	Organisms and Their Environments
		1	An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and the numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment.
			a.	Describe how animals behave and interact within groups (e.g., schools, flocks, packs, hives, and herds).					122-Quick Frozen Critters
			b.	Describe how animals behave and interact within their environment (living and nonliving).
									122-Quick Frozen Critters
		2	All organisms cause changes in the environment where they live.
			a.	Describe how organisms may benefit their environment (e.g., earthworms improve the quality of soil, birds disperse seeds).
									104-Good Buddies
			b.	Describe how organisms may harm their environment (e.g., locusts destroy crops, red tides reduce oxygen levels in the ocean).					104-Good Buddies
		3	Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.
			a.	Describe changes in the environment caused by humans.  (H)					284-Planning For People And Wildlife	A-154 Dragonfly Pond
									306-What Did Your Lunch Cost Wildlife?	A-146 Deadly Waters
									82-Make A Coat!	A-142 Deadly Skies
									222-Lobster In Your Lunchbox	A-94 Migration Headache
									276-Keeping Score	A-104 Net Gain, Net Effect
									324-Improving Wildlife Habitat …	A-176 Something's Fishy Here!
									262-Migration Barriers	A-116 Watered Down History
			b.	Infer the impact of agricultural technology (e.g., air/land/ water pollution and improved crop yield) on society and the environment.  (T)					270-Deadly Links	A-154 Dragonfly Pond
									290-Ethi-Thinking	A-94 Migration Headache
									82-Make A Coat!	A-104 Net Gain, Net Effect
									50-Litter We Know
			c.	Infer the impact of industrial technologies (e.g., air/land/water pollution and improved standard of living) on society and the environment.  (T)					290-Ethi-Thinking	A-154 Dragonfly Pond
									50-Litter We Know	A-94 Migration Headache
									82-Make A Coat!	A-104 Net Gain, Net Effect
										A-170 Plastic Jellyfish
										A-176 Something's Fishy Here
										A-134 To Dam Or Not To Dam
			d.	Relate how human population growth changes the environment.  (P)					126-Classroom Carrying Capacity	A-154 Dragonfly Pond
									290-Ethi-Thinking	A-94 Migration Headache
									258-Shrinking Habitat	A-170 Plastic Jellyfish
										A-116 Watered Down History
III.	Earth Science
	Units of Study: Sky Patterns
		Weather and Climate
	A.	Objects in the Sky
		1	The sun, moon, and stars and planets, asteroids and comets all have properties, locations, and movements that can be observed and described.
			a.	State that the sun produces its own light, while the moon reflects light from the sun.
			b.	Describe the positional relationship between the Earth and the moon and their positional relationship to the sun.
			c.	Observe and record phase changes of the moon over time.
			d.	Observe and recognize the location and apparent movement of constellations throughout the seasons.
			e.	Compare the properties, locations, and movements of the Earth with other planets.
			f.	Research and describe the historical/cultural significance of astronomy, such as navigation and exploration.  (P, H, T, N)
			g.	Explore and identify careers in space science.  (P)
		2	Objects in the sky have patterns of movement.  The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
			a.	Model and describe how the Earth's rotation on its axis produces day and night.
			b.	Model and describe how the tilt of the Earth on its axis and its revolution around the sun produce seasonal changes.
			c.	Describe how sunrise/sunset patterns change over time.
			d.	Investigate, describe, and predict the sun's apparent movement related to the shadows of objects throughout the day.
			e.	Identify safe ways to observe the sun.
			f.	Research and compare the technology humans have used to measure time throughout history.  (T, H)
	B.	Changes in the Earth and Sky
		1	Weather changes from day to day and over the seasons.
			a.	Observe daily and seasonal weather patterns.