Argument-Driven Inquiry Fourth-Grade Science

for

Three-Dimensional Investigations

Argument-Driven Inquiry Fourth-Grade Science

in

Victor Sampson and Ashley Murphy

for

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Victor Sampson and Ashley Murphy


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Copyright © 2019 by Argument-Driven Inquiry, LLC.All rights reserved. Printed in the United States of America.22 21 20 19 4 3 2 1

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Cataloging-in-Publication Data are available from the Library of Congress.

LCCN: 2018059472ISBN: 978-1-68140-570-4e-ISBN: 978-1-68140-571-1


SECTION 1 - Introduction and Investigation SafetyIntroduction .............................................................................................................................. 3

Safety Rules .............................................................................................................................. 5

Safety Acknowledgment Form .............................................................................................. 7

SECTION 2 - EnergyInvestigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

Investigation Log ................................................................................................11

Investigation Report Grading Rubric ................................................................ 24

Checkout Questions ........................................................................................... 25

Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

Investigation Log ............................................................................................... 27



Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?




Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?




Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?




Contents


Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?


Investigation Report Grading Rubric .............................................................. 104

Checkout Questions ......................................................................................... 105

SECTION 3 - Waves and Their Application in Technologies for InformationTransfer

Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

Investigation Log ............................................................................................. 109



Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?




Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?




Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?




Contents


SECTION 4 - From Molecules to Organisms: Structures and ProcessesInvestigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?




Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?




Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?




SECTION 5 - Earth’s Place in the Universe and SystemsInvestigation 14. Movement of Water: Why Can We See the Roots of Trees That Grow Near Rivers or Streams?




Investigation 15. Earth’s Features: Why Do Large Waves Often Block the Entrance to Some Harbors in New Zealand?




Image Credits ................................................................................................... 259

Contents



227Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations

Investigation Log

Investigation 14

Movement of Water: Why Can We See the Roots of Trees That Grow Near Rivers or Streams?

IntroductionTrees can be found all over the world. A tree is a plant with a trunk made of wood. The trunk of a tree supports branches that hold leaves above the ground. A tree also has roots. The roots of a tree anchor it to the ground. The roots also make it possible for the tree to collect water and nutrients from the soil around it. Your teacher will have you look at some pictures of trees. Keep track of what you observe when you look at these trees and what you are wondering about as you look at them in the boxes below.

Things I OBSERVED … Things I WONDER about …


228 National Science Teachers Association

Investigation Log

We usually cannot see the roots of trees because they are underground. However, some of the trees that you looked at have roots that you can see. These trees grow near a body of water such as a lake, river, or stream. Trees need water to survive, and the amount of water available at a particular location determines how many and what types of trees are found at that location.

The water found in lakes, rivers, and streams comes from rain and snow. The amount of rain or snow that falls in an area determines the size of the lakes, rivers, and streams in the area. When there is a lot of rain or snow, lakes, rivers, and streams will fill with water and grow bigger and deeper. When there is very little rain or snow, the lakes, rivers, and streams in the area will shrink in size and may even disappear. Water moving in a river or stream can also break rocks and soils into smaller pieces and move the smaller pieces from one place to another. Water can therefore change the appearance of the land in a region.

In this investigation, your goal is to figure out why we often see the roots of trees that are found growing near a river or stream. You will need to create a physical model of a river with trees along it for this investigation. Your teacher will show you how to create your model using a stream table, sand, some pipe cleaners, and water. You can then use your physical model to test out your different ideas about what you think happens to the trees that grow near rivers and streams.

Things we KNOW from what we read … What we will NEED to figure out …



Investigation 14. Movement of Water: Why Can We See the Roots of Trees That Grow Near Rivers or Streams?

Your TaskUse what you know about the movement of water over land, how water can move things around, and cause-and-effect relationships to design and carry out an investiga-tion to determine how the movement of water in a river or stream (a cause) affects the soil around a tree (an effect).

The guiding question of this investigation is, Why can we see the roots of trees that grow near rivers or streams?

MaterialsYou may use any of the following materials during your investigation:

• Safety glasses or goggles (required)

• Plant tray

• Small block of wood

• 10 pipe cleaners

• Funnel pitcher

• Rulers

• Stopwatch

• 1 cm grid transparency

• Wet-erase markers

• Water

• Sand

Safety RulesFollow all normal safety rules. In addition, be sure to follow these rules:

• Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup.

• Do not throw pipe cleaners or sand, and do not put these materials in your mouth.

• Immediately clean up any spills to avoid a slip or fall hazard.

• Wash your hands with soap and water when you are done collecting the data.

Plan Your InvestigationPrepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group:

• What might cause the appearance of the trees near rivers or streams to change?

• How can we measure a change over time?



Investigation Log

Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal.

Teacher’s signature Date




Collect Your DataKeep a record of what you measure or observe during your investigation in the space below.

Analyze Your DataYou will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create a graph that shows the relationship between the cause and the effect.



Investigation Log

Draft ArgumentDevelop an argument on a whiteboard. It should include the following:

• A claim: Your answer to the guiding question.

• Evidence: An analysis of the data and an explanation of what the analysis means.

• A justification of the evidence: Why your group thinks the evidence is important.

The Guiding Question:

Our Claim:

Our Evidence: Our Justification of the Evidence:

Argumentation SessionShare your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …




Draft ReportPrepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction

We have been studying _______________________________________ in class. Before we started

this investigation, we explored _________________________________________________________

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We noticed ________________________________________________________________________

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My goal for this investigation was to figure out _____________________________________________

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The guiding question was _____________________________________________________________

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Method

To gather the data I needed to answer this question, I _______________________________________

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Investigation Log

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I then analyzed the data I collected by ___________________________________________________

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Argument

My claim is ________________________________________________________________________

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The graph below shows ______________________________________________________________

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This analysis of the data I collected suggests ______________________________________________

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This evidence is important because of several scientific concepts. The first one is _________________

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ReviewYour friends need your help! Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide that begins on the next page to guide your review.



Investigation Log

Peer-Review Guide

Section 1: The Investigation Reviewer Rating

1. Did the author do a good job of explaining what the investigation was about?

o No o Almost o Yes

2. Did the author do a good job of making the guiding question clear?

o No o Almost o Yes

3. Did the author do a good job of describing what he or she did to collect data?

o No o Almost o Yes

4. Did the author do a good job describing how he or she analyzed the data?

o No o Almost o Yes

Reviewers: If your group gave the author any “No” or “Almost” ratings, please give the author some advice about what to do to improve this part of his or her investigation report.

Section 2: The Argument Reviewer Rating

1. Does the author’s claim provide a clear and detailed answer to the guiding question?

o No o Almost o Yes

2. Did the author support his or her claim with scientific evidence? Scientific evidence includes analyzed data and an explanation of the analysis.

o No o Almost o Yes

3. Does the evidence that the author uses in his or her argument support the claim?

o No o Almost o Yes

4. Did the author include enough evidence in his or her argument?

o No o Almost o Yes

5. Did the author do a good job of explaining why the evidence is important (why it matters)?

o No o Almost o Yes

6. Is the content of the argument correct based on the science concepts we talked about in class?

o No o Almost o Yes

Reviewers: If your group gave the author any “No” or “Almost” ratings, please give the author some advice about what to do to improve this part of his or her investigation report.

Continued




Section 3: Mechanics Reviewer Rating

1. Grammar: Are the sentences complete? Is there proper subject-verb agreement in each sentence? Are there no run-on sentences?

o No o Almost o Yes

2. Conventions: Did the author use proper spelling, punctuation, and capitalization?

o No o Almost o Yes

3. Word Choice: Did the author use the right words in each sentence (for example, there vs. their, to vs. too, then vs. than)?

o No o Almost o Yes

Reviewers: If your group gave the author any “No” or “Almost” ratings, please give the author some advice about what to do to improve the writing mechanics of his or her investigation report.

General Reviewer Comments

We liked …

We wonder …



Investigation Log

Write Your Final ReportOnce you have received feedback from your friends about your draft report, create your final investigation report in the space that follows.

Introduction

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Method

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Argument

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Investigation Log

Investigation Report Grading Rubric

Section 1: The InvestigationScore

Missing Somewhat Yes

1. The author explained what the investigation was about. 0 1 2

2. The author made the guiding question clear. 0 1 2

3. The author described what he or she did to collect data. 0 1 2

4. The author described how he or she analyzed the data. 0 1 2

Section 2: The ArgumentScore


1. The claim includes a clear and detailed answer to the guidingquestion.

0 1 2

2. The author used scientific evidence to support the claim. Scientificevidence includes analyzed data and an explanation of the analysis.

0 1 2

3. The evidence supports the claim. 0 1 2

4. The author included enough evidence in his or her argument. 0 1 2

5. The author explained why the evidence is important. 0 1 2

6. The content of the argument is correct. 0 1 2

Section 3: MechanicsScore


1. Grammar: The sentences are complete. There is proper subject-verb agreement in each sentence. There are no run-on sentences.

0 1 2

2. Conventions: The author used proper spelling, punctuation, andcapitalization.

0 1 2

3. Word Choice: The author used the right words in each sentence(e.g., there vs. their, to vs. too, then vs. than).

0 1 2

Teacher Comments

Here are some things I really liked about your report …

Here are some things I think you could do next time to make your report even better …

Total: ____ /26



Checkout Questions

Investigation 14. Movement of WaterThe picture below shows a creek and the land around the creek. The squares in the creek are 30 cm on each side. Use this information to answer questions 1–3.

1. Which picture below (A or B) shows the least amount of soil erosion along the banks of thiscreek? Circle your choice.

A B

2. Which picture below (A or B) shows what the creek would look like after several days ofheavy rain? Circle your choice.

A B



Checkout Questions

3. Explain your thinking. What cause-and-effect relationship from your investigation did you use to answer these questions?

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Teacher Scoring Rubric for the Checkout Questions

Level Description

3 The student can apply the core idea correctly in all cases and can fully explain the cause-and-effect relationship.

2 The student can apply the core idea correctly in all cases but cannot fully explain the cause-and-effect relationship.

1 The student cannot apply the core idea correctly in all cases but can fully explain the cause-and-effect relationship.

0 The student cannot apply the core idea correctly in all cases and cannot explain the cause-and-effect relationship.


GRADE 4

re you interested in using argument-driven inquiry (ADI) for elementary instruction but just aren’t sure how to do it? You aren’t alone. Argument-Driven Inquiry in Fourth-Grade Science will provide you with both the information and instructional materials you need to start using this method right away. The book is a one-stop source of expertise, advice, and

investigations. It’s designed to help your fourth graders work the way scientists do while integrating literacy and math at the same time.

The Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science has all the student materials you need to guide your students through these investigations. It provides lab details, safety information, and handouts to get your students ready to start investigating. It presents a well-organized series of 15 field-tested investigations designed to be much more authentic for instruction than traditional activities. The investigations cover energy, waves and their application in technologies for information transfer, molecules and organisms, and Earth’s place in the universe and systems. Students can investigate questions such as these: How does the energy of a moving object change after a collision? How can you make an electric car move faster? And why do big waves block the entrance to some New Zealand harbors?

The Student Workbook is part of NSTA’s best-selling series about ADI in middle school and high school science. Like its predecessors, this collection is designed to be easy to use. The lessons also support the Next Generation Science Standards and the Common Core State Standards for English language arts and mathematics. The book can also help emerging bilingual students meet the English Language Proficiency Standards.

Many of today’s elementary school teachers—like you—want new ways to engage students in scientific practices and help students learn more from classroom activities. Argument-Driven Inquiry in Fourth-Grade Science, with its accompanying Student Workbook, does all of this while giving students the chance to practice reading, writing, speaking, and using mathematics in the context of science.

781681 4057049

PB349X8SISBN: 978-1-68140-570-4

Three-Dimensional Investigations

Argument-Driven Inquiry Fourth-Grade Science

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Argument-Driven Inquiry Fourth-Grade Science