Course: 4 Unit: Scientific Investigation and Reasoning ... 4th... · Course: 4 Unit: Scientific...

! Course: 4 Unit: Scientific Investigation and Reasoning Bundle 1 1st Six Weeks Suggested Days: 5

Understanding: • Safety should always be considered when exploring, learning, and using various tools and equipment both inside and outside of the classroom. • Science notebooks help us organize our thoughts, data, and learning. • Physical properties are used to describe matter. !

Rigor Questions: Why do we need to be careful when we are doing classroom and outdoor investigations? How can science notebooks help us as learning tools? Why do we need to be careful when we are doing classroom and outdoor investigations?

Vocabulary: English: safe / safely / safety, scientific method, problem, research, data, hypothesis, experiment, inference, observation/data, and conclusion, !Spanish: seguro, sin peligro, seguridad

At the beginning of this bundle, students set up science notebooks, which should include adding all of the components and making an initial entry. Initial entries should be made outside of a regular investigation and should be a lesson itself.

TEKS/Student ExpectationsTEKS Integration Instructional Implications and

StrategiesTeacher Resources

! 4.1.A demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. (Process Standard) !!4.1.B make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic. (Process Standard) !!!!!!!!!!!!!!

4.4.B use safety equipment as appropriate, including safety goggles and gloves

Focus: Review safety rules and prepare contracts Questions and Stems:-Why is being safe in science important? -How does safety affect science practices? !!Teacher Notes: - Guide students to identify what safety is needed for an investigation

• No tasting, touching, or smelling unless instructed

• Safe smelling – wafting • Goggles and gloves, as

needed • Wait for teacher directions • No glassware • Students do not handle hot

water, hot plates or burners. • Wash hands after science

activities • Safe use of tools, such as

scissors • Review investigation safety

procedures • Directly point out

precautions, possible safety risks, specific guidelines for the lesson for both indoor and outdoor activities, as applicable

• encourage students to identify these on their own throughout the year

AIMS 4th Grade Nature of Science “Field Safety” “Science Safety Sets” “Tree Keepers” “Learning More” “Nature of Science” !BrainPop “Science Projects” “Observations” “Tally Chart and Bar Graphs” !!!!!!!!!!!!!

! 4.2a plan and implement descriptive investigations, including asking well- defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions (Process Standard) ! 4.2.B collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps. (Process Standard) !4.2.C construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data (Process Standard) !

! Focus: Set up science notebooks. Do an initial observation. Questions and Stems:- Why is it important to have your own science notebook for the year? - Record your observations of _____ in your science notebook. - What is the difference between an artistic and scientific drawing? - How can you record your observations to show specific properties of _____?Teacher Notes: - The process of recording (drawing and labeling) reinforces writing instruction from Lucy Calkins in prior grade levels. - Communicate requirements of a notebook - organization (table of contents); each entry - date, title. !Introduce the fact that you can solve a problem or answer a question through a systematic approach. This is not THE scientific method; there are many ways to investigate. !Suggested classroom techniques:

• a minimum of 3 models / examples should be used enabling different modalities of learning

• teacher uses “think aloud” technique throughout the investigation

• use a variety of questions (both open ended and closed)

• both academic and informal science language should be

! 4.3.B draw inferences and evaluate accuracy of services and product claims found in advertisement and labels such as toys, food, and sunscreen (Process Standard) !4.3d connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists (Process Standard)

Focus Pre-assessment of ideas about science. Questions and Stems - What does a scientist do? - What are some different types of "science"? - What kinds of things do scientists study?Teacher Notes - Use Latin and Greek roots to understand how parts of scientific names describe what they study. (e.g. bio - logist = life - study; astro - nomer = star - arranging [study]) - Pre-assess by having students draw a scientist and write what they do and tools they use.

! Course: 4 Unit: Matter and Mixture Bundle 2 1st Six Weeks Suggested Days: 23

Understandings: • All matter has physical properties that can be measured, classified, and changed. • A mixture is a combination of two or more substances. • A solution is a mixture of one substance dissolved in another so the properties are the same throughout. • Physical properties can be measured, classified, and changed. • Predictable changes occur when materials are mixed, heated and cooled. • Certain physical properties are measured to compare and document change. !

Rigor Questions: How do physical properties change when materials are mixed together? How do physical properties change when heat is added or removed from materials? How are measurements used to record changes in physical properties? How are physical properties used to classify matter? What measurement tools and units are used to measure and compare matter? How could you describe a mixture and a solution? How are mixtures and solutions alike and different?

Vocabulary: !English: mass, volume, matter, states of matter, solid, liquid, gas, water displacement, temperature, mixture, solution, properties, dissolve, density, magnetism, !Spanish: masa, volume, la material, los estados de la material, sólido, líquido, gas, el desplazamiento, de agua, la temperatura, la solución de la mezcla, las propiedades, dissolver !

TEKS/Student ExpectationsTEKS Integration Instructional Implications and

StrategiesTeacher Resources

! 4.5 Matter and energy. The student knows that matter has measureable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: !!!!!!4.5.A measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas); temperature, magnetism, and the ability to sink or float (Readiness Standard) !!!!!

4.4 Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry !!4.4.A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums (Process Standard)

Provide students will hands on investigations where students can sort and classify matter in different ways. !Focus Teach which tool is appropriate for observing each physical property. Questions and Stems - What property are you trying to determine? - What property is this tool measuring?- How do you read the measurement on a _______ ?Teacher Notes: - Teach the use of each tool as students use them in direct investigations. !• Size: length • Mass – review mass vs weight • Volume (introduced in grade 4)

– include volume of a solid through water displacement as well as liquid volume

• States of matter: embed review of Solid, Liquid, Gas, and use these states to classify (introduced in 3

• Temperature (Celsius) • Magnetism (magnetic material

or not) • Ability to sink or float

(foundational for 5introduction to relative density) !

Do not just use ice water; other items should be explored, such as ice / water, lemonade / lemonade

AIMS 4th Grade Physical Science “Matter of Fact” “Matter Jeopardy” “Kool Kups” “Ice Change: The Meltdown” “Hanging Out to Dry” “Cups N’Stuff” !STEMscopes 4.5a Classifying Matter 4.5b Changes from Heat 4.5c Mixtures and Solutions !United Streaming “Properties of Matter, Part 1” “Properties of Matter, Part 2” “Common Properties of Matter: Atoms, Elements, and States” (review and extension) !!!

! 4.5.C compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water (Supporting Standard)

It is important for students to understand that a solution is a special type of mixture and that there are a variety of mixtures and solutions that can be created. It is also important to provide hands-on investigations where students can separate mixtures by filtration, settling, evaporation, and magnetism. !Focus: Create various mixtures and solutions Separate mixtures using different tools. Questions and stems:- What is a mixture? - What is a solution? - How are they different? -How are they alike? Teacher notes: Use a variety of tools and process to separate mixtures and solutions, like magnets, sieves, evaporation.

! 4.5.B predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of water (Supporting Standard)

Heating and cooling can cause changes in the properties of materials, but not all materials respond the same way to being heated and cooled. Students will need to participate in hands-on investigations to explore this concept. !Focus: How different materials react to temperature changes. Questions and Stems:What will happen to ____ when heat is added/removed? Teacher Notes: - Use multiple examples to show how different materials react to addition/loss of heat.

4.3-Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions !!!!4.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student (Process Standard)

Focus: Introduce the importance of providing evidence to back up any learning claims. Questions and Stems:- What were your results? - What did you learn? - What is your evidence? Teacher Notes: - Use the KLEW chart to practice this skill- Example: Learned: Adding heat can change a solid to a liquid. Evidence: Added heat and the butter, ice cream, ice, candle... melted

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Course: 4 Unit: Exploring Electricity and Other Forms of Energy

Bundle 3 2nd Six Weeks Suggested Days: 30

Understandings:

• Energy exists in many forms • Energy can travel easily through some materials and not through others. • Mechanical energy is the energy which is possessed by an object due to its motion or its stored energy of position. • Sound energy is produced by an object’s vibrations. • Light energy allows us to view objects. • Thermal energy is energy from heat. • Insulators resist or block the flow, such as with electricity, while conductors allow easy flow. • An electrical circuit must be “closed” in order for electricity to be conducted. • An example of an open path would be when a light switch is turned off therefore creating a break in the path. • An electromagnetic field (also EMF or EM field) is a physical field produced by electrically charged objects !

Rigor Questions: How are mechanical, sound, light, and heat/thermal energy similar and different? What is the difference between conductors and insulators? How does electricity travel in a closed path? How is an electromagnetic field created?

Vocabulary: !English: energy, mechanical energy, sound energy, light energy, electricity /electrical energy, heat/thermal energy, insulator, conductor, electromagnet, differentiate, design, closed path, open path, circuit, series circuit, parallel circuit, magnet, friction, gravity, force, friction, motion, position, frame of reference, velocity, acceleration, speed !Spanish: energía, energía mecánica, la energía del sonido, energía de la luz, electricidad / energía eléctrica, calor / energía térmica, aislante, conductor, electroimán, diferenciar, diseño, camino cerrado, elcamino abierto !

!!TEKS/Student Expectations

TEKS Integration Instructional Implications and Strategies

Teacher Resources

!4.6.A differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal (Readiness Standard) !!

! Instructional Implications The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. They will not need to know potential and kinetic energy; these concepts will be covered in 6th grade. !Focus: Compare how each form of energy changes things. Questions and Stems:- What is the same about ______ energy and ______ energy? - What is different about ______ energy and ______ energy Teacher Notes: - Provide experiences to work with / investigate / manipulate these forms of energy: - Mechanical energy is motion or its stored energy of position. - Sound energy is produced by an object’s vibrations. - Light energy allows us to view objects. - Thermal energy is energy from heat.

• Provide students with experiences to work with / investigate / manipulate these forms of energy:

• Mechanical energy is the energy which is possessed by an object due to its motion or its stored energy of position.

• Sound energy is produced by an object’s vibrations.

• Light energy allows us to view objects. Thermal energy is energy

AIMS 4Science “Circuit Training” “A Switch or Two” “Bridging the Gap” !STEMScopes 4.6a Forms of Energy 4.6bc Electricity, Conductors, and Insulators 4.6d Experimenting with Forces !United Streaming “A First Look: Electricity” “The Magic School Bus Gets “Charged “The Magic School Bus Gets Energized” !!BrainPop “Electricity” “Electric Circuits” “Electromagnet” !

!4.6.C demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field (Supporting Standard)

4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations !4.2.B collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps (Process Standard)

InstructionalIt is important for students to know the difference between open and closed circuits, the effect of conductors and insulators on electrical circuits, and what an electromagnetic field is. !Focus: See how electrical energy flows or doesn't flow through different materials. Questions and Stems:- What makes the bulb in a flashlight work?- What materials do you need to make the flashlight work? - Can you light this bulb with only one battery and one wire? Teacher Notes: - Use only 1 wire, battery and bulb to illustrate how the electricity must flow in a continuous path through all the parts of this system. - This path includes the filament inside the bulb. - Show the broken filament on a burnt out bulb. - Create simple circuits with and without a switch. - creating a simple electromagnet (see FOSS resources)

!4.6.B differentiate between conductors and insulators (Supporting Standard) !

4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations !4.2.C construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data (Process Standard)

Instructional Implications It is important to spend time with students discussing how energy moves and is transferred. This will lead to a strong understanding about the types of materials that would be most conducive or most inhibitive of energy transfer. It is far less significant for students to know a list of conductors and insulators, than it is to know what makes good conductors and insulators. !Focus: Materials that allow energy to flow and those that don't. Questions and Stems:- What happens when you use _______ as a switch in the circuit? - What are the common physical properties of conductors/insulators? - Are conductors/ insulators of heat and electrical energy the same/different? - What are examples of insulators/conductors and why are they useful? - Why do people choose to make products using materials that insulate or conduct energy? Teacher Notes: Test different materials to determine if they allow heat/ electrical energy to pass through. !Including:

• electrical conduction and insulation

more exposure / experience with heat conduction and insulation !

!3.6.B demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons (Supporting Standard) !!!4.6.D design an experiment to test the effect of force on an object such as a push or pull, gravity, friction, or magnetism (Supporting Standard) !

4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: !4.2.E perform repeated investigations to increase reliability of results (Process Standard)

Instructional Implications It is important to spend time teaching students the important steps of a descriptive investigation. Explain that a descriptive investigation includes a quest on, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. Focus: Motion can be measured and is influenced by forces such as a push, a pull, gravity, and friction. !!Questions and Stems: -What is motion? -How do gravity and friction affect motion? -What makes a testable question? -What are ways that we can test the effect of force on an object? Teacher Notes: A force is a push or pull.- Forces:

• Can cause an object at rest to move.

• Can cause a moving object can speed up, slow down, change direction, or stop.

• Can also change an objects shape.

Gravity – is the force of attraction between two objects. Friction – is a force that opposes motion. Motion – change in position. Position – location of an object in relation to a nearby object. Frame of Reference – background of a moving object

!4.3.D connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists (Process Standard) !!!!!!!!!!!!!

Focus: How Benjamin Franklin used simple observation to study electricity and recorded in his notebook. Questions and Stems:- How do Benjamin Franklin's observations of electricity relate to our investigations of electrical circuits? - What is the same/different about how electricity acts in all of these investigations? - How did Ben Franklin record his observations?Teacher Notes: - Emphasize that Franklin used simple observations and experiments to determine the behavior of electrical energy. - These investigations can be repeated today because he recorded his work in a notebook. - He also wrote letters to communicate his learning to other scientists and to journals. !

!4.2.B collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps (Process Standard) 4.2.C construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data (Process Standard)

Focus: Collect and organize data Questions and Stems:- How will we collect our data? - How will we record and organize our data? Teacher Notes: - Teacher provides question and procedure for investigation with electricity. - Model collecting and recording data for this process skill.

Journeys / Senderos Related Resources (Title, DRA/EDL)

BL Leveled Readers • Painting the Ocean (Earth Day), 28 • Songs for the People, 38 !

OL Leveled Readers • Gramp’s Favorite Gift, 40 !

AL Leveled Readers • Whisper, 40 !

Vocabulary Leveled Readers • Remarkable Robots, 38 • Community Teamwork (Earth Day), 38 !!

ESL (Language) Leveled Readers • A Gift for Grandpa, 40 !

BL Leveled Readers • Pintar el oceano, (Earth Day) 40 • Canciones parra el pueblo, 30 !

OL Leveled Readers • El regalo favorite del abuelo, 40 !

AL Leveled Readers • Las secuoyas gigantes y serenas, 40 !

Vocabulary Leveled Readers • Trabaja communitario en equipo (Earth

Day) 40 • Robots extraordinarios, 40 !

ESL (Language) Leveled Readers • A Gift for Grandpa, 40

! Course: 4 Unit: Patterns in the Sky Bundle 5 3rd Six Weeks Suggested Days: 14

Understanding:

• The Sun, Moon, and Earth systems interact to create predictable and recognizable patterns of change.

Rigor Questions: How do the Sun, Moon, and Earth systems interact to create predictable patterns, such as seasonal change, shadows, tides, and the observable appearance of the Moon?

Vocabulary: ! English: sequences, shadows, tides, lunar, Moon, phases, lunar, tidal, revolution, seasonal, new moon, first quarter, second quarter, crescent, rotate, axis, orbit !Spanish: secuencias, las sombras, las mareas, la Luna, las fases, lunares, las mareas, la revolución de temporada luna nueva, cuarto, segundo trimestre, la media luna !!!

TEKS/Student ExpectationsRigor Questions Instructional Implications and

StrategiesTeacher Resources

! !4.8. C collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time. (Supporting Standard) !!

4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations !4.2.D analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured (Process Standard)

This is an important concept in that it lays foundational knowledge about patterns and change over time in Earth Science. The outcome of learning is that students understand that there are predictable patterns to tides and the lunar cycle. !!!Focus: Observe and record real events over time to discover patterns. Use discovered patterns to make predictions. Questions and Stems:- What changes can you see in the Sun's position?- How does the Sun change position daily? Seasonally? - What causes the seasons? - Does the Moon always look the same? If not, how does it change? - Why does the Moon get darker/lighter?Teacher Notes: - Have students record the position of the Sun on the horizon early in the morning first thing in the morning? - It's not absolutely necessary to teach the vocabulary (gibbous, waxing, waning, etc.), but it is critical to show how the Moon changes phases (dark to lighter, light to darker).

• Shadows - light interaction between Sun and Earth / Moon

• Moon phases – new moon, first quarter, half, third

AIMS 4th Grade Earth Science “Sunny Side Up” “Lunar Looking” !

STEMScopes 4.8c Patterns on Earth !

United Streaming “A Closer Look at Space: The Moon” “A Spin Around the Solar System: Moon Dance” “TLC Elementary School – The Moon and Beyond, Segment titled The Moon” “Oceans Alive: Tides” !

BrainPop “Moon” (1st 1.5 minutes) “Tides” !BrainPopJr “The Moon”

! 4.2.F communicate valid, oral, and written results supported by data (Process Standard)

Focus: Evidence from observations is used to write or tell what is learned. Questions and Stems:What did you learn from your data? What is your conclusion? How does your evidence prove your conclusion?!Teacher Notes: Model this skill in a Think-Aloud and provide multiple examples !

! 4.3.C represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size (Process Standard)

Focus: Every model shows one main aspect of a real event, object or system. Discuss what each model does and does NOT show about the real "system". Questions and Stems:What part of the "real thing" is this model showing?What part of the "real thing is this model not able to show? What is the difference between these two models?Teacher Notes: - Use at least 3 models to demonstrate a concept. - Each model should show a different aspect of the concept. Example: One model of the Moon's movement shows the reflected light. Another model shows only the relationship of Moon to Sun and Earth. Another shows the Moon in each position.

! Course: 4 Unit: Earth’s Surface

Weathering, Erosion, and Deposition Bundle 6 4th Suggested Days: 14

Understandings:

• The surface of the Earth is slowly and constantly changing. • Weathering, erosion, and deposition cause slow changes to Earth’s surface. !

Rigor Questions: • How do the forces of water, wind, and ice change Earth’s surface? • What are some examples of slow changes to the Earth’s surface caused by weathering, erosion, and deposition? !

Vocabulary: !English: weathering, erosion, deposition, physical properties, glacial, delta, sediment, bedrock, humus, soil, !Spanish: meteorización, erosión, sedimentación, propiedades físicas, glacial, delta !

TEKS/Student ExpectationsTEKS Integration Instructional Implications and

StrategiesTeacher Resources

! 4.7.B observe and identify slow changes to the Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice (Supporting Standard)

4.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions . 4.3.C represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size. (Process Standard) !4.4 Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. !4.4.B use safety equipment as appropriate, including safety goggles and gloves. (Process Standard)

Students will need to understand that wind, water, and ice can cause the Earth’s surface to change slowly over time. Weathering, erosion, and deposition are also contributing factors to changes to the Earth’s surface. Investigations and activities that show the effects of these changes to the Earth’s surface will help build foundational knowledge for success with fithh grade readiness standard 5.7B. !Focus: Natural forces cause changes in the Earth's surface. Questions and Stem:- What observations can you make about changes in the Earth around you?- What are the forces of change? - How do the forces change the landscape? !Teacher Notes: - Discuss physical weathering only to the Earth's surface. - Use real world examples/pictures of deposition, erosion, weathering. - Include examples of weather (rain, ice, hurricanes, tornadoes, etc.) as agents of change. - You can view examples of weathering around the school (rain drip troughs under roof eaves, creeks bank erosion and deposition). - Look for webcams of local changes in creeks, rivers and lakes. - 4th grade is official introduction;

!AIMS 4th Grade Earth Science “Boulder to Bits” (do not use chemical weathering) !STEMScopes 4.7b Changes to Land !!United Streaming “Rocks: The Solid Earth Materials” (part 2) !Before and after Hurricane Katrina pictures for Engage Activity can be found at:http://www.pbase.com/nomofilm1/hurricane_katrina_before_and_after ! USGS Images of Natural Disasters before and after: http://landsat.usgs.gov/gallery.php !Mt. St. Helens before and after eruption: http://www.olywa.net/radu/valerie/StHelens.html !Audio of Beach Sounds: http://soundbible.com/tags-beach.htm !Tide Exploration: http://home.hiwaay.net/~krcool/Astro/moon/moontides/ !Ocean’s Effect on Weather: http://web2.airmail.net/

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!Course: 4 Unit: Soil and Earth’s Resources Bundle 7 4th Suggested Days: 14

Understandings:

• Different soils have distinct and measurable physical properties. • Careful decisions about the use of Earth’s resources must be made in order to ensure their availability for future generations. • Renewable resources can be replenished in a relatively short period of time (shorter than a typical human life span). • Nonrenewable resources cannot be re-produced, re-grown, regenerated, or reused at the same rate we consume them (longer than a typical

human life span). !Rigor Questions: What physical properties help to classify and determine the uses of different soil types? How can soil and other resources be conserved? What are renewable and nonrenewable resources? !Vocabulary: ! English: soil, natural resource, renewable, nonrenewable, physical properties, retain / retention, mass, volume, humus, conservation !Spanish: del suelo, recursos naturales, renovables, no renovables, las propiedades, físicas, retener / retención, masa, volumen, el humus, la conservación !!

TEKS/Student ExpectationsTEKS Integration Instructional Implications and

StrategiesTeacher Resources

!4.7.A examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants. (Readiness Standard) !!!!!!!!!4.5.A measure, compare, and contrast physical properties of matter, including size, mass, volume, and the ability to sink or float. (Readiness Standard) !!!!!!!!!!

!4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations !!!!!!

4.2.B collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps (Process Standard)

7A Students will need opportunities to examine different types of soil. Provide hands-on experiences where students can examine the types of soil by their properties. Be sure to include that soil texture is determined by the size of particles in the soil. When discussing texture, be sure to use terms such as rough, fine, coarse, and smooth. !!!5A Students may come with misconceptions about the states of matter, particularly with liquids and gases. Take time to review the basic information from third grade to ensure students will be able to use their knowledge of the states of matter to describe objects. !Focus: Observe the properties of a variety of soils Questions and stems:- How can we describe the properties of soil?- How can you identify type of soil based on properties observed? Teacher notes: Including a variety of soil types such as sand, topsoil, clay, silt, etc.

• Size (particle size) • Mass, comparing mass of

different soil sample types (using the same volume)

• Color (shades, richness) • Red = more iron, darker –

richer “fertile” soil

!AIMS 4th Grade Earth Science “Soil Safari” “Getting the Dirt on Soil” “Does this Hold Water” “Tops and Bottoms Count” STEMScopes 4.7a Properties of Soil 4.7c Resources !United Streaming “Getting to Know Soil” “Learning About Natural Resources” (skip inexhaustible segment) !BrainPop “Natural Resources” “Measuring Matter” “Soil” !Suggested Books: !Trees

• Be a friend to trees, Lauber, P. (1994). New York, NY: Harper Collins Publishers. !

Conserving Resources • The Truax, Birkett,

T. (1994). Memphis, TN: Wood Flooring Manufacturers Association. (http://www.woodfloors.org/PDF/TRUAX.pdf)

• The lorax, Geisel, T. (1971). New York,

!4.7.C identify and classify Earth’s renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation. (Readiness Standard)

Focus: Explain the difference between a renewable and nonrenewable resourceNeed for conservation of resources Questions and stems:- What is a natural resource? - What is a renewable resource? - What is a nonrenewable resource? - What is the difference between a renewable and nonrenewable resource?- How can we conserve natural resources?- Why is it important to conserve natural resources? Teacher notes: provide variety of examples of how resources are used in everyday life

4.1.B make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic (Process Standard)

Focus: Understand why we need to conserve natural resources Questions and stems:- What resources can be recycled? - How can resources be reused? - How can we reduce the amount of resources we use?Teacher notes Define reduce:, reuse, and recycle. Encourage conservation of resources at school.

!Course: 4 Unit: Organisms and Environments Bundle 8 5th

Six Weeks!

Suggested Days: 33

Understandings:

• Living organisms undergo similar life processes and have adaptations that allow them to survive in their environment. • Inherited traits are characteristics passed from parents of the offspring through birth. • Learned characteristics/behaviors are the result of experience and interaction within an environment. • Changes in an ecosystem impact members of the system and the flow of energy through food webs. • The Sun’s energy is transformed into food by producers and transferred from consumer to consumer through food webs. !

Rigor Questions: What is the Sun’s role in the follow of energy through a food web? How are sunlight, water, and carbon dioxide used by producers (through photosynthesis) to make food? What are some of the ways that organisms in an ecosystem can be affected by a sudden environmental change? How are adaptations significant in an organism’s survival? How do adaptations help living organisms interact with their environment? What are some differences and similarities in the life cycles of various organisms? How are life processes significant in an organism’s survival? What are some examples of inherited traits and learned characteristics/behaviors? !Vocabulary: !English: producer, consumer, mimicry, hibernation, migration, ecosystem, environment, photosynthesis, cycle, life cycle, food chain, food web, offspring, generation, inherited trait, learned behavior, camouflage, overpopulation. human impact, organism, nutrients, energy, photosynthesis, decomposers, !Spanish: productor, consumidor, la mímica, la hibernación, la migración, los ecosistemas, el medio ambiente, la fotosíntesis, el ciclo, el ciclo de vida, cadena alimenticia, cadena, alimenticia, los hijos, generación, rasgo heredado, comportamiento aprendido, el camuflaje, la superpoblación. impacto humano, el organismo !

!!TEKS/Student Expectations

TEKS Integration Instructional Implications and Strategies

Teacher Resources

!4.10.A explore how adaptations enable organisms to survive in their environment such as comparing birds’ beaks and leaves on plants (Readiness Standard)

4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations !4.2.B collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps (Process Standard) !!!!!!!!!!

Students should be provided with opportunities to learn the adaptations in both plants and animals. For animals, focus on adaptations that help them find food, with movement, and with protection. To adhere to the standard students will need to explore the unique adaptation of a bird’s beak. For plants, focus instruction on how some adaptations allow for protection, structure, or support. Focus on the adaptations of leaves on plants.

Focus: Identify physical and behavioral adaptations that allow an organism to surviveQuestions and Stems:- What is an adaptation? - What are some physical adaptations of animals and plants? - What are some behavioral adaptations of animals? - How do these adaptations help the organism to meet their needs? - How do adaptations allow organisms to survive in different environments? Teacher notes:

Body Parts !Behaviors -

• Mimicry • Migration (review from 2nd

grade) • Hibernation / Dormancy

(review from 2nd grade) !!!

AIMS 4th Grade Life Science “Food Chains” “Inside Story” “Chain Games” (can be used for webs) “Catch me if you can” “The Inside Story Food Webs and Pyramids” “Survival Rivarly” “Life in the Food Chain” “Terrific Turtles” “Adaptations” “Bird, Beaks and Fowl Feet” “Skeleton Keys” “Inherited or Learned” “Guiding Goldfish” “Analyzing Attributes” !STEMScopes 4.9ab Producers, Consumers, and Food Webs 4.10a Adapatations 4.10b Inherited Traits and Learned Behaviors 4.10c Life Cycles !United Streaming “Animals Around Us: Animal Adaptations: What Are They?” “Concepts In Nature: Adapting to Changes in Nature” !“Concepts In Nature: Instincts in Animals” “Concepts In Nature: Why Do Animals Look the Way They Do?” “Creature Features: Special Features of Creatures” “Exploring The Diversity of

!!!!!!!!!

Inherited Traits: Traits / features passed down from parent to offspring, but it may skip generations !Learned Characteristics / Behaviors: A behavior that an organism learns from influences within their environment; aid in survival

“Exploring The Diversity of Life: Not What They Seem” “Oceans Alive: Camouflage” “Oceans Alive: Colors and Patterns” “Oceans Alive: Protection by Deception” “The Magic School Bus Goes Upstream” “Food Chains and Webs” “The Magic School Bus Gets Eaten” “The Food Chain Mystery” “You in the Food Web” 4.10.B demonstrate that some likenesses between

parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses(Supporting Standard)

Learned behaviors are acquired by an organism’s interactions with its environment and/ or parents. Some traits, such as body parts, are inherited from parents, but some traits are the result of events that happen after birth. !Focus: Determine if a trait is inherited or learned using examples Questions and stems - What is an inherited trait? - What is a learned behavior? - How are you like your parents? - What are some things you have learned? - How is this plant similar to this plant? - What do animals learn from their parents?Teacher notes: Look at inherited traits in plants and animals.

!4.10.C explore, illustrate and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans (Supporting Standard)

Students must have experiences with and be able to recognize life cycles of different organisms and compare stages. !Focus: Observe a variety of life cycles of living organisms. Compare the life cycles of living organisms. Questions and stems - How are these life cycles similar and different? - What living organisms have similar life cycles? Teacher notes Provide examples of plant and animal life cycles.

!4.9.A investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food. (Supporting Standard) !!!4.9.B describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest (Readiness Standard) !

4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations !4.2.B collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps (Process Standard) !4.3 - Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions !4.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student (Process Standard) !

9A It is important that instruction centers around the understanding that the flow of energy through food webs begins with the Sun and that changes in an ecosystem can affect food webs. !9B Provide opportunities in instructional activities for students to build their own food chains and webs to understand the dependence of each organism. Have students create a change to their web and predict how this change will affect all the organisms within the web. !Focus: How is the Sun's energy made usable for all organisms for their survival. Questions and Stems:- Where does all energy start? - How does it move from organism to organism?- How do living organisms interact with each other in their environment? Teacher Notes Emphasize that the Sun's energy flows from one organism to another, usually by one organism eating another. Nature is a complex system of integrated food chains. Specify chain of Sun > Producer > Consumer !Including:

• Producers • Photosynthesis • Make their own food (plants) • Consumers !

!

Planning Guide !Course: 4 Unit: Structured

Enrichment6th Suggested Days -

The last remaining bundle can be used in a variety of ways depending on the strengths and needs of your individual classroom. Be sure to include extra practice with charts, graphs, and data collection as it is a high stakes SE that we typically struggle with. Below is a list of appropriate choices to mix/match based on classroom need. In doing any of the following, be aware of the applicable Science TEKS, including appropriate Scientific Investigation and Reasoning skills.

OPTION 1 Data Driven

!Review data from year and re-teach areas that show insufficient mastery / understanding and/or enrich areas where the vertical alignment is strong to the next grade level. !

• activities from resources not previously used • small groups / center science • Preparation for middle school science concepts; bridge the gaps and make

!!OPTION 2 Data Driven !!

Each Chapter in the Science Fusion textbook has a STEM Engineering & Technology section with Inquiry Labs/Activities.

OPTION 3 Moving from Cookbook to Inquiry

!Building from previous and new student questions (previously a “cookbook” investigation or question yet to be investigated) !

• Using KLEW and Cookbook to Inquiry lessons/charts, students design classroom / small group / or individual descriptive or comparative investigations

OPTION 4 Invention Convention

!Hold an Invention Convention !

• http://www.eduplace.com/science/invention • http://www.eduplace.com.science/invention/resources/copy_masters/steps_4-6.html

! 1

Planning Guide !Course: 4 Unit: Structured

Enrichment6th Suggested Days -

The last remaining bundle can be used in a variety of ways depending on the strengths and needs of your individual classroom. Be sure to include extra practice with charts, graphs, and data collection as it is a high stakes SE that we typically struggle with. Below is a list of appropriate choices to mix/match based on classroom need. In doing any of the following, be aware of the applicable Science TEKS, including appropriate Scientific Investigation and Reasoning skills.

OPTION 1 Data Driven

!Review data from year and re-teach areas that show insufficient mastery / understanding and/or enrich areas where the vertical alignment is strong to the next grade level. !

• activities from resources not previously used • small groups / center science • Preparation for middle school science concepts; bridge the gaps and make

!!OPTION 2 Data Driven !!

Each Chapter in the Science Fusion textbook has a STEM Engineering & Technology section with Inquiry Labs/Activities.

OPTION 3 Moving from Cookbook to Inquiry

!Building from previous and new student questions (previously a “cookbook” investigation or question yet to be investigated) !

• Using KLEW and Cookbook to Inquiry lessons/charts, students design classroom / small group / or individual descriptive or comparative investigations

OPTION 4 Invention Convention

!Hold an Invention Convention !

• http://www.eduplace.com/science/invention • http://www.eduplace.com.science/invention/resources/copy_masters/steps_4-6.html

! 1

4th Grade Science Year at a Glance

!!!!

First Semester Second Semester

1st Six Weeks 4th Six Weeks

!Bundle 1: Scientific Investigation and Reasoning !Bundle 2: Matter and Mixture

!Bundle 6: Earth’s Surface Weathering, Erosion, and Deposition !Bundle 7: Soil and Earth’s Resources

2nd Six Weeks 5th Six Weeks

!Bundle 3: Exploring Electricity and Other Forms of Energy

!Bundle 8: Organisms & Environments !!

3rd Six Weeks 6th Six Weeks

!Bundle 4: Weather and the Water Cycle !Bundle 5: Patterns in the Sky

!Bundle 8: Organisms & Environments !Bundle 9: Project Based Learning Activity

!Process Standards/Scientific Investigation and Reasoning Skills

*Process Standards MUST be integrated within EACH Bundle to ensure the success of students.

4.1.A demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations !4.1.B make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic !4.2.A plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions !4.2.B collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps !4.2.C construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data !4.2.D analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured !4.2.E perform repeated investigations to increase the reliability of results !4.2.F communicate valid oral and written results supported by data !4.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student !4.3.B draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as toys, food, and sunscreen !4.3.C represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size !4.3.D connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists !4.4.A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hotplates, meter sticks, compasses, magnets, collecting nets, and notebooks, timing devices including clocks and stop watches; and materials to support observation of habitats of organisms such as terrariums and aquariums !4.4.B use safety equipment as appropriate, including safety goggles and gloves.

! Course: 4 Unit: Weather and the Water Cycle Bundle 4 3rd

!Suggested Days: 14

Understandings:

• Water continuously moves through a cycle on and above the Earth which allows this resource to be used over and over again. • The sun is the energy source for the water cycle / weather. • Weather has recognizable patterns of change which can be measured, recorded, and presented in a variety of ways. • Earth and the Sun interact and cause water to heat and cool which creates weather and recycles our water. • Maps and symbols are used to describe these movements of weather and water. !

Rigor Questions: ▪ How is weather caused by heating or cooling water? ▪ How is water recycled to be used again and again? ▪ Why are weather symbols and weather forecasting important?

Vocabulary: !English: weather, water cycle, evaporation, atmosphere, condensation, precipitation, run-off, groundwater, humidity, air pressure, air mass, front !Spanish: energía, energía mecánica, la energía del sonido, energía de la luz, electricidad / energía eléctrica, calor / energía térmica, aislante, conductor, electroimán, diferenciar, diseño, camino cerrado, el camino abierto !

TEKS/Student ExpectationsTEKS Integration Instructional Implications and

StrategiesTeacher Resources

! !4.8 Earth and space. The student knows there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: !4.8a measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key (Readiness Standard)

! Students may need support in understanding temperature and humidity. Provide opportunities and discussions for vocabulary development of these concepts. !!!Focus: Use the symbols on a weather map to understand how weather moves through areas and changes over time. Questions and Stems: - What are some examples of weather?- Where does weather come from? - Where does weather happen? - Why do we use weather maps? - How does weather happen? - Is weather always the same? - What is a weather map? - What do the symbols on a weather map mean? - How can a map help you tell how the weather will change? Teacher Notes: Symbols:

• cold front symbol • warm front symbol • stationary front symbol • rain, sleet, snow,

thunderstorm symbols • partly cloudy, cloudy, mostly

cloudy / overcast

AIMS 4th Grade Earth Science “Wondering About the Water Cycle” “The Sun” “Evaporation” “Where does the water go” “The Magic School Bus: Wet All Over” !STEMScopes 4.8a Weather 4.8b The Sun and Water Cycle !BrainPop “Water Cycle” “Groundwater”

! 4.8 Earth and space. The student knows there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: !4.8.B describe and illustrate the continuous movement of water above and on the surface of the Earth through the water cycle and explain the role of the Sun as a major source of energy in this process (Supporting Standard)

Students should be able to describe and illustrate the processes of evaporation, condensation, and precipitation as related to the water cycle and explain the Sun’s role as providing the energy that drives the water cycle. They should also be able to explain what happens to precipitation when it falls to the Earth (absorbed by the layers of soil and rock becoming groundwater or as runoff into streams, rivers, lakes or ponds). !!Focus: Take prior knowledge of how water changes at each step and reinforce how the individual process work as a cycle. Questions and Stems:Teacher Notes: Provide models that clearly show each step of this process and how they fit together into a cycle. !Including:

• Run-off • Ground water • Aquifers • Bodies of water • Water moving through

evaporation, condensation, precipitation, run-off, accumulation, etc. – water movement is the focus

• Liquid water – water vapor – condensation – precipitation (some form of water), liquid

! 4.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions 4.3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student (Process Standard)

4.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions 4.3.C represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size (Process Standard)

Journey / Senderos Related Resources (Title, DRA/EDL)

Journeys • Wonderful Weather (poetry) !

BL Leveled Readers • Elizabeth’s Stormy Ride, 34 !

Vocabulary Leveled Readers • Really Really Cold

Senderos • Maravilloso Tiempo !

BL Leveled Readers • El paseo tormentosos de Elizabeth, 38 !

Vocabulary Leveled Readers • Muy muy frio