Science and Social Studies Syllabus



Degrees and Certifications:

Science and Social Studies Syllabus

Mrs. Barber

4th Grade Social Studies/Science

Instructional Goals

Social Studies-In fourth grade, students continue with year two of a three-year study of United States history in which all four strands (history, geography, civics/government, and economics) are integrated. Students begin the year learning about the French and Indian War and end with the Reconstruction period. The geography strand emphasizes the influence of geography on U.S. history during these same time periods. In the civics/government strand, students learn about concepts and rights contained within our founding documents. The economic strand uses material from the history strand to deepen understanding of economic concepts.

Science-Fourth Grade Standards The Science Georgia Standards of Excellence are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts are used to make connections across different science disciplines. The Science Georgia Standards of Excellence drive instruction. Hands-on, student-centered environment

At the end of this course students will be able:

Social Studies-to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions

  • Identify, main ideas, details sequence of events and main ideas in a social studies context
  • Identify and use primary and secondary resources
  • Interpret timeline charts and tables
  • Draw conclusions and make generalizations

Science-Earth and Space Science S4E1. Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets. a. Ask questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky. b. Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others. (Clarification statement: Differences are limited to distance and size, not age or stage of evolution.) c. Construct an explanation of the differences between stars and planets. d. Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun. (Clarification statement: Composition of planets is limited to rocky vs. gaseous.)




Required materials

  • Spiral notebook
  • Pencils
  • Loose leaf paper
  • Colored pencils or crayons
  • Glue
  • Scissors


Additional Resources:

  • Students may use online resources to enhance the topic being discussed for homework activities and class discussions
  • library books and pamphlets


Lesson Topics for the month of August

Social Studies-SS4H1 Explain the causes, events, and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America: French and Indian War, 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party. b. Describe the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments. c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. SS4H2 Analyze the challenges faced by the framers of the Constitution. a. Identify the major leaders of the Constitutional Convention (James Madison, George Washington, and Benjamin Franklin). b. Evaluate the major issues debated at the Constitutional Convention: the weaknesses of the Articles of Confederation, the rights of states to govern themselves (federal system), the Great Compromise and slavery


Policies and Procedures

Classroom Expectations

  1. Listen and follow directions
  2. Raise your hand before speaking or leaving your seat
  3. Keep and hands feet and objects to yourself
  4. Respect your teacher and classmates
  5. No name calling, bullying, teasing or using profane language




Students will be given homework on a weekly basis, all homework is due on Fridays and is 25% of the

grade out of 100% points.