science curriculum€¦ · page 5 of 43 revised july 2015 fourth grade science ngss science and...

Deer Valley Unified

School District

Science Curriculum

Fourth Grade

of 43 Revised July 2015 Fourth Grade Science

Table of Contents 2014-2015 Science Standards ............................................................................................................................................................................................................ 3

Planning for Science Instruction in 2014-15 .................................................................................................................................................................................... 4

NGSS Science and Engineering Practices 1-4 ................................................................................................................................................................................. 5

NGSS Science and Engineering Practices 5-8 ................................................................................................................................................................................. 6

Next Generation Science Fourth Grade Story Line ........................................................................................................................................................................ 7

Topic: Magnetism and Electricity ................................................................................................................................................................................................... 8

Topic: Waves ................................................................................................................................................................................................................................... 13

Topic: Environments Part 1 ........................................................................................................................................................................................................... 17

Topic: Environments Part 2 ........................................................................................................................................................................................................... 21

Topic: Landforms Part 1 ................................................................................................................................................................................................................ 26

Topic: Landforms Part 2 ................................................................................................................................................................................................................ 29

Topic: Engineering, Technology, and Applications of Science ................................................................................................................................................... 34


2014-2015 Science Standards

While the final version of the NGSS were released on April 9, 2013,

Arizona has not adopted the NGSS and Arizona’s 2004 Science

Standard is still in effect and will be in effect for the 2014-15 school

year. Science AIMS will continue to be administered to grades 4, 8,

and HS Biology during Spring 2015.

http://www.azed.gov/standards-practices/science-standard/

http://www.azed.gov/standards-practices/science-standard/


Planning for Science Instruction in 2014-15 Published March 2014

A timeframe for adopting new science standards or changing the science assessment in Arizona has not yet been determined.

A big question the Science Team at the ADE receives is “What is happening with the standards and how should I plan for next year?”

We currently do not have a firm timeline for when Arizona’s State Board of Education will consider adopting new science standards. During the 2014-15 school

year, Arizona’s current Science Standard will still be in effect and the Science AIMS will still be administered Spring 2015 for grades 4, 8, and high school

biology.

Although Arizona’s science standards aren’t changing for next year, this does not mean that you must continue teaching the way that you did when the standards

were first adopted in 2004. We strongly encourage you to begin to shift your instruction to align to the vision of the Framework for K-12 Science Education. This

change in instruction involves teaching at the intersection of the three dimensions: science and engineering practices, crosscutting concepts, and the core

disciplinary ideas. Additionally, formative or classroom assessments of students should focus more on the students’ abilities to perform at the intersection of these

three dimensions, rather than for each dimension in isolation.

As you consider how you will modify your curriculum or instruction, think in terms of how to make better connections for your students.

How can you make better connections between the content objectives (within and between Strands 4, 5, and 6) so they build deeper conceptual

understanding for your students?

How can you teach the current objectives in Strand 1 (inquiry processes) and expand them to the complexity of the eight science and engineering

practices in the Framework.

How can you then connect these eight practices to the content objectives (in Strands 4, 5, and 6) in our current standard?

How can you use these practices to connect to the application objectives (in Strands 2 and 3) and the crosscutting concepts?

How can you embed the AZCCRS Literacy Standards in Reading and Writing to develop a deeper content understanding and support the practices

of constructing explanations, developing and using models, engaging in arguments from evidence, and obtaining, evaluating and communicating

information in science?

How can the performance expectations of the Next Generation Science Standards guide these changes towards making better connections?

Consider using the ADE curriculum analysis document posted on our website to help you analyze your lessons. If you are a K-5 teacher, you will find specific

curriculum analysis documents aligned with our current science standard and topics to make your analysis easier. You have your work cut out for you. Moving

science education to a deeper, more meaningful level with the constraints of our current standards and classroom resources is a challenge.

The ADE knows that we have a deep pool of talent in this state willing to rise to this challenge. As we all move forward together, the ADE has two different ways

for you to get more involved in the process. We encourage you to apply to serve on a Resource Development and/or Review Team or to apply to serve on a

Standards Development/Review team. Each of these teams are important for helping us move closer to new science standards in Arizona.

http://www.azed.gov/standards-practices/files/2014/03/planningscience2014.pdf

http://www.azed.gov/standards-practices/files/2014/03/planningscience2014.pdf


NGSS Science and Engineering Practices 1-4

Asking Questions and Defining

Problems

Developing and Using Models Planning and Carrying Out

Investigations

Analyzing and Interpreting Data

Asking questions and defining

problems in 3–5 builds on K–2

experiences and progresses to

specifying qualitative relationships.

Ask questions about what would

happen if a variable is changed.

Identify scientific (testable) and

non-scientific (non- testable)

questions.

Ask questions that can be investigated

and predict reasonable outcomes based

on patterns such as cause and effect

relationships.

Use prior knowledge to describe

problems that can be solved.

Define a simple design problem that

can be solved through the development

of an object, tool, process, or system

and includes several criteria for success

and constraints on materials, time, or

cost.

Modeling in 3–5 builds on K–2

experiences and progresses to building

and revising simple models and using

models to represent events and design

solutions.

Identify limitations of models.

Collaboratively develop and/or revise

a model based on evidence that

shows the relationships among

variables for frequent and regular

occurring events.

Develop a model using an

analogy, example, or abstract

representation to describe a

scientific principle or design

solution.

Develop and/or use models to describe

and/or predict phenomena.

Develop a diagram or simple

physical prototype to convey a

proposed object, tool, or process.

Use a model to test cause and effect

relationships or interactions

concerning the functioning of a natural

or designed system.

Planning and carrying out

investigations to answer questions or

test solutions to problems in 3–5

builds on K–2 experiences and

progresses to include investigations

that control variables and provide

evidence to support explanations or

design solutions.

Plan and conduct an investigation

collaboratively to produce data to

serve as the basis for evidence, using

fair tests in which variables are

controlled and the number of trials

considered.

Evaluate appropriate methods and/or

tools for collecting data.

Make observations and/or

measurements to produce data to

serve as the basis for evidence for an

explanation of a phenomenon or test

a design solution.

Make predictions about what

would happen if a variable

changes.

Test two different models of the same

proposed object, tool, or process to

determine which better meets criteria

for success.

Analyzing data in 3–5 builds on K–

2 experiences and progresses to

introducing quantitative approaches

to collecting data and conducting

multiple trials of qualitative

observations.

When possible and feasible, digital

tools should be used.

Represent data in tables and/or various

graphical displays (bar graphs,

pictographs, and/or pie charts) to

reveal patterns that indicate

relationships.

Analyze and interpret data to make

sense of phenomena, using logical

reasoning, mathematics, and/or

computation.

Compare and contrast data collected

by different groups in order to discuss

similarities and differences in their

findings.

Analyze data to refine a problem

statement or the design of a

proposed object, tool, or process.

Use data to evaluate and refine design

solutions.


NGSS Science and Engineering Practices 5-8

Use Mathematics and Computational

Thinking

Constructing Explanations and

Designing Solutions

Engaging in Argument from Evidence Obtaining, Evaluating, and

Communicating Information

Mathematical and computational

thinking in 3–5 builds on K–2

experiences and progresses to

extending quantitative measurements to

a variety of physical properties and

using computation and mathematics to

analyze data and compare alternative

design solutions.

Decide if qualitative or quantitative

data are best to determine whether a

proposed object or tool meets criteria

for success.

Organize simple data sets to reveal

patterns that suggest relationships.

Describe, measure, estimate, and/or

graph quantities such as area, volume,

weight, and time to address scientific

and engineering questions and

problems.

Create and/or use graphs and/or charts

generated from simple algorithms to

compare alternative solutions to an

engineering problem.

Constructing explanations and

designing solutions in 3–5 builds on

K–2 experiences and progresses to the

use of evidence in constructing

explanations that specify variables

that describe and predict phenomena

and in designing multiple solutions to

design problems.

Construct an explanation of observed

relationships (e.g., the distribution of

plants in the back yard).

Use evidence (e.g., measurements,

observations, patterns) to construct or

support an explanation or design a

solution to a problem.

Identify the evidence that supports

particular points in an explanation.

Apply scientific ideas to solve design

problems.

Generate and compare multiple

solutions to a problem based on how

well they meet the criteria and

constraints of the design solution.

Engaging in argument from evidence

in 3–5 builds on K–2 experiences and

progresses to critiquing the scientific

explanations or solutions proposed by

peers by citing relevant evidence about

the natural and designed world(s).

Compare and refine arguments

based on an evaluation of the

evidence presented.

Distinguish among facts, reasoned

judgment based on research findings,

and speculation in an explanation.

Respectfully provide and receive

critiques from peers about a proposed

procedure, explanation or model.by

citing relevant evidence and posing

specific questions.

Construct and/or support an

argument with evidence, data,

and/or a model.

Use data to evaluate claims about

cause and effect.

Make a claim about the merit of a

solution to a problem by citing relevant

evidence about how it meets the

criteria and constraints of the problem.

Obtaining, evaluating, and

communicating information in 3–5

builds on K–2 experiences and

progresses to evaluating the merit and

accuracy of ideas and methods.

Read and comprehend grade-

appropriate complex texts and/or

other reliable media to

summarize and obtain scientific

and technical

ideas and describe how they are

supported by evidence.

Compare and/or combine across

complex texts and/or other reliable

media to support the engagement in

other scientific and/or engineering

practices.

Combine information in written text

with that contained in corresponding

tables, diagrams, and/or charts to

support the engagement in other

scientific and/or engineering practices.

Obtain and combine information from

books and/or other reliable media to

explain phenomena or solutions to a

design problem.

Communicate scientific and/or

technical information orally and/or in

written formats, including various

forms of media as well as tables,

diagrams, and charts.


Next Generation Science Fourth Grade Story Line

The performance expectations in fourth grade help students formulate answers to questions such as: “What are waves and what are some things they can do? How

can water, ice, wind and vegetation change the land? What patterns of Earth’s features can be determined with the use of maps? How do internal and external

structures support the survival, growth, behavior, and reproduction of plants and animals? What is energy and how is it related to motion? How is energy

transferred? How can energy be used to solve a problem?” Fourth grade performance expectations include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1

Disciplinary Core Ideas from the NRC Framework. Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength,

and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or

vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans.

In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that

plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they

describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the

relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from

place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and

refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system

models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are

called out as organizing concepts for these disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-

appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing

explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to

use these practices to demonstrate understanding of the core ideas.


Topic: Magnetism and Electricity


Arizona Science Standards Next Generation Science Standards

Inquiry and Physical Science Physical Sciences (PS)

4-PS3 Energy

S5C3PO1

Demonstrate that electricity flowing in circuits can produce light,

heat, sound, and magnetic effects. (4-PS3-2)

4-PS3-1 Students who demonstrate understanding can use evidence to

construct an explanation relating the speed of an object to the energy

of that object.

S5C3PO2 Construct series and parallel electric circuits. (4-PS3-2) 4-PS3-2 Students who demonstrate understanding can make observations to

provide evidence that energy can be transferred from place to place

by sound, light, heat, and electric currents. S5C3PO3

Explain the purpose of conductors and insulators in various practical

applications. (4-PS3-3)

S5C3PO4

Investigate the characteristics of magnets (e.g., opposite poles

attract, like poles repel, the force between two magnet poles depends

on the distance between them). (4-PS3-3)

4-PS3-3 Students who demonstrate understanding can ask questions and

predict outcomes about the changes in energy that occur when

objects collide.

S5C3PO5 State cause and effect relationships between magnets and circuitry.

(4-PS3-4)

4-PS3-4 Students who demonstrate understanding can apply scientific ideas

to design, test, and refine a device that converts energy from one

form to another. S1C1PO1 Differentiate inferences from observations. (4-PS3-2), (4-PS3-4)

S1C1PO2

Formulate a relevant question through observations that can be tested

by an investigation. (4-PS3-3), (4-PS3-4)

S1C1PO3

Formulate predictions in the realm of science based on observed

cause and effect relationships. (4-PS3-3), (4-PS3-4)

S1C2PO2

Plan a simple investigation that identifies the variables to be

controlled. (4-PS3-3), (4-PS3-4)

S1C2PO3

Conduct controlled investigations (e.g., related to erosion, plant life

cycles, weather, magnetism) in life, physical, and Earth and space

sciences. (4-PS3-3)



Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts

Asking Questions and Defining Problems Asking questions and defining problems in grades 3–

5 builds on grades K–2 experiences and progresses to


Ask questions that can be investigated and

predict reasonable outcomes based on patterns

such as cause and effect relationships. (4-PS3-

3)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer

questions or test solutions to problems in 3–5 builds

on K– 2 experiences and progresses to include

investigations that control variables and provide

evidence to support explanations or design solutions.

Make observations to produce data to serve

as the basis for evidence for an explanation

of a phenomenon or test a design solution.

(4-PS3-2)

Constructing Explanations and Designing

Solutions Constructing explanations and designing

solutions in 3–5 builds on K–2 experiences and

progresses to the use of evidence in constructing

explanations that specify variables that describe and

predict phenomena and in designing multiple

solutions to design problems.

Use evidence (e.g., measurements,

observations, patterns) to construct an

explanation. (4-PS3-1)

Apply scientific ideas to solve design

problems. (4- PS3-4)

PS3.A: Definitions of Energy

The faster a given object is moving, the more energy it

possesses. (4- PS3-1)

Energy can be moved from place to place by

moving objects or through sound, light, or electric

currents. (4-PS3-2),(4-PS3-3)

PS3.B: Conservation of Energy and Energy Transfer

Energy is present whenever there are moving objects,

sound, light, or heat. When objects collide, energy can be

transferred from one object to another, thereby changing

their motion. In such collisions, some energy is typically

also transferred to the surrounding air; as a result, the air

gets heated and sound is produced. (4-PS3-2),(4-PS3-3)

Light also transfers energy from place to place. (4-PS3-2)

Energy can also be transferred from place to place by

electric currents, which can then be used locally to

produce motion, sound, heat, or light. The currents may

have been produced to begin with by transforming the

energy of motion into electrical energy. (4-PS3-2),(4-

PS3-4)

PS3.C: Relationship Between Energy and Forces

When objects collide, the contact forces transfer

energy so as to change the objects’ motions. (4-PS3-

3)

PS3.D: Energy in Chemical Processes and Everyday Life

The expression “produce energy” typically refers to the

conversion of stored energy into a desired form for

practical use. (4-PS3-4)

ETS1.A: Defining Engineering Problems

Possible solutions to a problem are limited by available

materials and resources (constraints). The success of a

designed solution is determined by considering the

desired features of a solution (criteria). Different

proposals for solutions can be compared on the basis of

how well each one meets the specified criteria for success

or how well each takes the constraints into account.

(secondary to 4-PS3-4)

Energy and Matter

Energy can be transferred in various

ways and between objects. (4-PS3-

1),(4- PS3-2),(4-PS3-3),(4-PS3-4)

-----------------------------------------------------

Connections to Engineering, Technology,

and Applications of Science

Influence of Science, Engineering and

Technology on Society and the Natural

World

Engineers improve existing

technologies or develop new ones.

(4-PS3-4)

-----------------------------------------------------

Connections to Nature of Science

Science is a Human Endeavor

Most scientists and engineers

work in teams. (4-PS3-4)

Science affects everyday life. (4-PS3-

4)

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels: K.PS2.B (4-PS3-3),K.ETS1.A (4-PS3-4),2.ETS1.B (4-PS3-4),3.PS2.A (4-PS3-3),5.PS3.D (4-PS3-4),5.LS1.C (4-PS3-

4),MS.PS2.A (4-PS3-3); MS.PS2.B (4-PS3-2),MS.PS3.A (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4),MS.PS3.B (4-PS3-2),(4-PS3-3),(4-PS3-4),MS.PS3.C (4-PS3-

3),MS.PS4.B (4-PS3-2),MS.ETS1.B (4-PS3-4),MS.ETS1.C (4-PS3-4)



Arizona College and Career Ready Standards Connections

English Language Arts Mathematics

4.RI.1 Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.

(4-PS3-1)

4. OA.A.3 Solve multistep word problems posed with whole numbers and

having whole-number answers using the four operations,

including problems in which remainders must be interpreted.

Represent these problems using equations with a letter standing

for the unknown quantity. Assess the reasonableness of answers

using mental computation and estimation strategies including

rounding. (4-PS3-4)

4.RI3 Explain events, procedures, ideas, or concepts in a

historical, scientific, or technical text, including what

happened and why, based on specific information in the

text. (4- PS3-1)

4.RI.9 Integrate information from two texts on the same topic in order to

write or speak about the subject knowledgeably. (4-PS3-1)

4.W.2 Write informative/explanatory texts to examine a topic and

convey ideas and information clearly. (4-PS3-1)

4.W.7 Conduct short research projects that build knowledge through

investigation of different aspects of a topic. (4-PS3-2),(4-PS3-

3),(4-PS3-4)

4.W.8 Recall relevant information from experiences or gather

relevant information from print and digital sources; take

notes and categorize information, and provide a list of

sources. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4)

4.W.9 Draw evidence from literary or informational texts to support

analysis, reflection, and research. (4-PS3-1)



Enduring Understanding(s)

Electricity can produce light, heat, sound, and magnetic fields. ( S5C3PO1-5), (4-PS3-1,2,3)

Essential Questions Key Concepts

What kind of materials do magnets stick to? (S5C3PO4-5),

(4-PS3-3-4)

What happens when you bring two or more magnets together? (S5C3PO4-

5), (4-PS3-3-4)

Does magnetic force go through all materials? (S5C3PO4-5),

(4-PS3-3-4)

How can we measure the force of attraction between two magnets?

(S5C3PO4-5), (4-PS3-3-4)

How can you get electricity from a source to a receiver? (S5C3PO1,5),

(4-PS3-2, 4)

Where do electrical connections need to be made? (S5C3PO1,5),

(4-PS3-2, 4)

How does electricity flow through a circuit? (S5C3PO1), (4-PS3-2)

Which materials are conductors or insulators? (S5C3PO3,5),

(4-PS3-3,4)

How does electricity flow through a series circuit vs. a parallel circuit?

(S5C3PO2), (4-PS3-2)

What is the relationship between magnetism and electricity? (S5C3PO5),

(4-PS3-4)

Electricity flowing in circuits can produce light, heat, sound, and magnetic

effects.

Conductors and insulators have various practical applications.

A series circuit is an electric circuit connected so that current passes

through each circuit element in turn without branching.

A parallel circuit is a closed electrical circuit in which the current is

divided into two or more paths.

Some of the properties of magnets are: opposite poles attract, like poles

repel, and the force between two magnets depend on the distance between

them.

There is a cause and effect relationship between magnetism and electricity.

Student Friendly Objectives Academic Vocabulary

I will determine the ways electricity and magnetism affect my life.

(S5C3PO5), (4-PS3-4)

I will construct series and parallel circuits. (S5C3PO2), (4-PS3-2)

I will demonstrate that electricity flows in circuits and can produce light,

heat, sound and magnetic effects. (S5C3PO1,4), (4-PS3-2-3)

I will construct and identify a working circuit. (S5C3PO1,2,5), (4-PS3-

2,4)

attract

battery

circuit

conductor

electricity

electromagnet

force

insulator

magnetic field

magnetism

parallel circuit

repel

series circuit

Student Examples Illustrating Depth of Knowledge

DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking

Label the components of a circuit.

Students will be given a circuit diagram

and will label components of the circuit.

(i.e. wire, light bulb, battery, motor, and

switch.)

Categorize objects into two groups

using a Tree Map:

magnetic & non-magnetic

conductors & insulators

Construct a series and a parallel circuit.

Students will be provided with

components to construct two types of

circuits. (i.e. wires, light bulbs,

batteries, motors, and switches.)

Design a schematic diagram of a

working circuit using multiple

components. Students will use the

diagram to build the circuit and explain

how it works.



Sample Assessment Items (or learning target)

Report Card Science Standard SO4.S5.C3

Developing

(below standard)

Proficient

(basic understanding of Standard)

Advancing

(greater understanding of standard)

Mastery

(exceptional understanding of

standard)

Identifies some circuits correctly;

makes mistakes in explaining how to

fix a circuit.

Identifies most circuits correctly;

explains how to fix one of the

incomplete circuits; with only minor

mistakes.

Identifies all the circuits correctly;

explains how to fix one of the

incomplete circuits; but gives no

additional information.

Identifies all the circuits correctly;

adequately explains how to fix one of

the incomplete circuits; includes

additional information such as the

complete circuit must go from the

energy source to the receiver and back

to the source.

Sample Performance Tasks

Students will identify a complete circuit and explain how to fix an incomplete circuit.

FOSS Magnetism & Electricity: Student Sheet #12 (Investigation 2: Making Connections & Part 4: Investigating Mystery Circuits)

Suggested Activities/Labs

FOSS Magnetism & Electricity Module: Investigations 1-4

Scholastic Study Jams: Magnetism

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/magnetism.htm

Scholastic Study Jams: Electricity

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm

Scholastic Study Jams: Current Electricity & Circuits

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/current-electricity-elec-circuits.htm

DVUSD Adopted Resources Supplemental Resources

FOSS Magnetism & Electricity Science Kit

Delta Readers: Electrical Circuits; Electromagnetism; Magnets

FOSSweb.com

FOSSweb Audiostories

You Tube

Brain Pop (subscription required)

Newsela.com

ReadWorks.org

DOGOnews.com

Scilinks.org (register for free account)

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/magnetism.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/current-electricity-elec-circuits.htm

https://www.readworks.org/


Topic: Waves

Topic: Waves


Inquiry Physical Sciences (PS)

4-PS4 Waves and their Applications in Technologies for Information Transfer

S1C1PO1 Differentiate inferences from observations. (4-PS4-1,2,3) 4-PS4-1 Students who demonstrate understanding can develop a model of

waves to describe patterns in terms of amplitude and wavelength and

that waves can cause objects to move. S1C1PO2


by an investigation. (4-PS4-1,2,3)

S1C1PO3


cause and effect relationships. (4-PS4-1,2,3)

4-PS4-2 Students who demonstrate understanding can develop a model to

describe that light reflecting from objects and entering the eye

allows objects to be seen. S1C1PO4

Locate information (e.g., book, article, website) related to an

investigation. (4-PS4-1,2,3)

S1C2PO1

Demonstrate safe behavior and appropriate procedures (e.g., use and

care of technology, materials, organisms) in all science inquiry. (4-

PS4-1,2,3)

4-PS4-3 Students who demonstrate understanding can generate and compare

multiple solutions that use patterns to transfer information.

S1C2PO2

Plan a simple investigation that identifies the variables to be

controlled. (4-PS4-1,2,3)

S1C2PO3

Conduct controlled investigations (e.g., related to erosion, plant life


sciences. (4-PS4-1,2,3)

S1C2PO4

Measure using appropriate tools (e.g., ruler, scale, balance) and units

of measure (i.e., metric, U.S. customary).

(4-PS4-1,2,3)

S1C2PO5 Record data in an organized and appropriate format (e.g., t-chart,

table, list, written log). (4-PS4-1,2,3)

S1C3PO1 Analyze data obtained in a scientific investigation to identify trends.

(4-PS4-1,2,3)

S1C3PO2 Formulate conclusions based upon identified trends in data.

(4-PS4-1,2,3)

S1C3PO3 Determine that data collected is consistent with the formulated

question. (4-PS4-1,2,3)

S1C3PO4 Determine whether the data supports the prediction for an

investigation. (4-PS4-1,2,3)

S1C3PO5 Develop new questions and predictions based upon the data collected

in the investigation. (4-PS4-1,2,3)

S1C4PO1 Communicate verbally or in writing the results of an inquiry.

(4-PS4-3)

S1C4PO2 Choose an appropriate graphic representation for collected data: bar

graph; line graph; Venn diagram; model (4-PS4-1,2,3)

S1C4PO3 Communicate with other groups or individuals to compare the

results of a common investigation. (4-PS4-1,2,3)


Topic: Waves


Developing and Using Models Modeling in 3–5 builds on K–2 experiences and

progresses to building and revising simple models

and using models to represent events and design

solutions.

Develop a model using an analogy, example, or

abstract representation to describe a scientific

principle. (4-PS4-1)

Develop a model to describe phenomena. (4-

PS4-2)








Generate and compare multiple solutions to a

problem based on how well they meet the

criteria and constraints of the design solution.

(4-PS4-3)

PS4.A: Wave Properties

Waves, which are regular patterns of motion,

can be made in water by disturbing the surface.

When waves move across the surface of deep

water, the water goes up and down in place;

there is no net motion in the direction of the

wave except when the water meets a beach.

(Note: This grade band endpoint was moved from

K–2.) (4-PS4- 1)

Waves of the same type can differ in amplitude

(height of the wave) and wavelength (spacing

between wave peaks). (4-PS4-1)

PS4.B: Electromagnetic Radiation

An object can be seen when light reflected from

its surface enters the eyes. (4-PS4-2)

PS4.C: Information Technologies and

Instrumentation

Digitized information can be transmitted over

long distances without significant degradation.

High-tech devices, such as computers or cell

phones, can receive and decode information—

convert it from digitized form to voice—and

vice versa. (4-PS4-3)

ETS1.C: Optimizing The Design Solution

Different solutions need to be tested in order to

determine which of them best solves the

problem, given the criteria and the constraints.

(secondary to 4-PS4-3)

Patterns

Similarities and differences in patterns can

be used to sort and classify natural

phenomena. (4-PS4-1)

Similarities and differences in patterns can be

used to sort and classify designed products.

(4- PS4-3)

Cause and Effect

Cause and effect relationships are

routinely identified. (4-PS4-2)

-----------------------------------------------------

Connections to Engineering, Technology, and

Applications of Science

Interdependence of Science, Engineering, and

Technology

Knowledge of relevant scientific concepts and

research findings is important in engineering.

(4-PS4-3)

-----------------------------------------------------


Scientific Knowledge is Based on Empirical

Evidence

Science findings are based on recognizing

patterns. (4-PS4-1)

Connections to other DCIs in fourth grade: 4.PS3.A (4-PS4-1),4.PS3.B (4-PS4-1),4.ETS1.A (4-PS4-3)

Articulation of DCIs across grade-levels: K.ETS1.A (4-PS4-3),1.PS4.B (4-PS4-2),1.PS4.C (4-PS4-3),2.ETS1.B (4-PS4-3),2.ETS1.C (4-PS4-3),3.PS2.A (4-PS4-

3),MS.PS4.A (4-PS4-1),MS.PS4.B (4-PS4-2),MS.PS4.C (4-PS4-3),MS.LS1.D (4-PS4-2),MS.ETS1.B (4-PS4-3)



4.RI.1 Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text. (4-PS4-3)

MP.4 Model with mathematics. (4-PS4-1),(4-PS4-2)


write or speak about the subject knowledgeably. (4-PS4-3)

4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute,

obtuse), and perpendicular and parallel lines. Identify these in

two-dimensional figures. (4-PS4-1),(4-PS4-2) SL.4.5 Add audio recordings and visual displays to presentations when

appropriate to enhance the development of main ideas or themes. (4-

PS4-1),(4-PS4-2)


Topic: Waves


Waves carry energy and move through matter. (S1C1PO1-4; S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1,2,3)


What happens when waves hit different objects? (S1C1PO1-4; S1C2PO1-

5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1)

How are various types of waves similar and different? (S1C1PO1-4;

S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1)

Where do waves come from and how do they travel? (S1C1PO1-4,

S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1)

How can waves transfer information? (S1C1PO1-4, S1C2PO1-5;

S1C3PO1-5; S1C4PO1-3), (4-PS4-3)

Is there a relationship between wavelength and frequency? (S1C1PO1-4,

S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1)

What happens when color is reflected off of an object? (S1C1PO1-4,

S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-2)

The wavelength is the horizontal distance between two consecutive

waves.

Amplitude is the height of the wave.

Waves can be made in water by disturbing the surface.

Light travels in waves.

Light waves travel in a straight line until it strikes an object.

The path of light can be bent.

When lights hits an object, some colors are absorbed and some are

reflected.

All sound is produced when vibrations are made.

A sound wave carries the energy from the vibrating object onward in all

directions.


I will explore different causes of waves. (S1C1PO1-4, S1C2PO1-5;

S1C3PO1-5; S1C4PO1-3), (4-PS4-1)

I will recognize that the path of light can be bent. (S1C1PO1-4,

S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-2)

I will recognize that light travels in a straight line until it strikes an object.

(S1C1PO1-4, S1C2PO1-5; S1C3PO1-5; S1C4PO1-3),

(4-PS4-2)

I will be able to identify which colors absorb and reflect light.

(S1C1PO1-4, S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-2)

I will recognize that sound is made through a vibration. (S1C1PO1-4,

S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-3)

absorb

amplitude

bent

color

light

reflect

sound

surface

vibration

wave

wavelength

white light



Draw and label a sound wave,

identifying amplitude and wavelength.

Show the cause/effect relationship

between wavelength and frequency

using a Multi-Flow Map.

Explain how a sound wave transfers

information using a Flow Map.

Design a three-dimensional model that

represents sending information through

sound waves.


Topic: Waves Sample Assessment Items (or learning target)

Developing (below standard)

Proficient (basic understanding of Standard)

Advancing (greater understanding of standard)

Mastery (exceptional understanding of

standard) Model shows little understanding.

Little/to no explanation on how light

reflects from objects, enters the eye and

allows objects to be seen. Information

includes major misunderstandings.

Model shows limited understanding.

Briefly explains how light reflecting

from objects, enters the eye and allows

objects to be seen. Information

includes minor misunderstandings.

Model shows solid understanding.

Explains how light reflecting from

objects, enters the eye and allows

objects to be seen. Information

includes some misunderstandings.

Model shows complete understanding.

Accurately explains how light

reflecting from objects, enters the eye

and allows objects to be seen.

Information includes no

misunderstandings.


Students will design a model that shows how light reflects from objects and enters the eye, which allows objects to be seen.


Scholastic Study Jams: Light http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htm

Scholastic Study Jams: Sound http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm

PBS Learning Media “What is a Wave?” animation http://www.pbslearningmedia.org/asset/lsps07_int_waves/

Bill Nye: Waves Episode http://www.youtube.com/watch?v=mjGLN_iMm9M

DVUSD Adopted Resources Supplemental Resources N/A You Tube


Newsela.com

ReadWorks.org

DOGOnews.com


http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm

http://www.pbslearningmedia.org/asset/lsps07_int_waves/

http://www.youtube.com/watch?v=mjGLN_iMm9M



Topic: Environments Part 1



Inquiry and Life Science Life Sciences (LS)

4-LS1 From Molecules to Organisms: Structures and Processes

S4C1PO1

Compare structures in plants (e.g., roots, stems, leaves, flowers) and

animals (e.g., muscles, bones, nerves) that serve different functions

in growth and survival. (4-LS1-1)

4-LS1-1 Students who demonstrate understanding can construct an

argument that plants and animals have internal and

external structures that function to support survival,

growth, behavior, and reproduction.

S4C1PO2

Classify animals by identifiable group characteristics:

(vertebrates – mammals, birds, fish, reptiles, amphibians),

(invertebrates – insects, arachnids) (4-LS1-1)

4-LS1-2 Students who demonstrate understanding can use a model

to describe that animals receive different types of

information through their senses, process the information

in their brain, and respond to the information in different

ways. S4C4PO1

Recognize that successful characteristics of populations are inherited

traits that are favorable in a particular environment. (4-LS1-1)

S4C4PO2

Give examples of adaptations that allow plants and animals to

survive.

camouflage – horned lizards, coyotes

mimicry – Monarch and Viceroy butterflies

physical – cactus spines

mutualism – species of acacia that harbor ants, which repel

other harmful insects

(4-LS1-1)

S1C2PO1

Demonstrate safe behavior and appropriate procedures (e.g., use

and care of technology, materials, organisms) in all science inquiry.

(4-LS1-1),(4-LS1-2)

S1C2PO2 Plan a simple investigation that identifies the variables to be

controlled. (4-LS1-1), (4-LS1-2)

S1C2PO3

Conduct controlled investigations (e.g., related to erosion, plant

life cycles, weather, magnetism) in life, physical, and Earth and

space sciences. (4-LS1-1), (4-LS1-2)

S1C2PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units

of measure (i.e., metric, U.S. customary). (4-LS1-1), (4-LS1-2)


table, list, written log). (4-LS1-1), (4-LS1-2)




Developing and Using Models Modeling in 3–5 builds on K–2 experiences and

progresses to building and revising simple models

and using models to represent events and design

solutions.

Use a model to test interactions concerning the

functioning of a natural system. (4-LS1-2)

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds

on K–2 experiences and progresses to critiquing the

scientific explanations or solutions proposed by

peers by citing relevant evidence about the natural

and designed world(s).

Construct an argument with evidence, data,

and/or a model. (4-LS1-1)

LS1.A: Structure and Function

Plants and animals have both internal and

external structures that serve various functions

in growth, survival, behavior, and reproduction.

(4-LS1-1)

LS1.D: Information Processing

Different sense receptors are specialized for

particular kinds of information, which may be

then processed by the animal’s brain. Animals

are able to use their perceptions and memories

to guide their actions. (4-LS1-2)

Systems and System Models

A system can be described in terms of its

components and their interactions. (4-LS1-

1),(4-LS1-2)


Articulation of DCIs across grade-levels: 1.LS1.A (4-LS1-1),1.LS1.D (4-LS1-2),3.LS3.B (4-LS1-1),MS.LS1.A (4-LS1-1),(4-LS1-2),MS.LS1.D (4-LS1-2)



4.W.1 Write opinion pieces on topics or texts, supporting a point of view

with reasons and information. (4-LS1-1)

4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a

line across the figure such that the figure can be folded across the

line into matching parts. Identify line- symmetric figures and draw

lines of symmetry. (4-LS1-1) SL.4.5 Add audio recordings and visual displays to presentations when

appropriate to enhance the development of main ideas or themes.

(4-LS1-2)




The structures in plants and animals serve specific functions that help them survive in their environments. (S4C1PO1), (4-LS1-1), (4-LS1-2)


How do adaptations help organisms survive? (S4C4PO2), (4-LS1-1)

What functions do organisms’ structures perform? (S4C1PO1),

(4-LS1-1)

How do animals respond to sensory information?

(4-LS1-2), (S4C4PO1,PO2)

How do organisms respond to changes in their environment?

(4-LS1-2), (S4C4PO1,PO2)

How can we classify organisms by common characteristics? (S4C1PO2),

(4-LS1-1)

The structures in plants serve a specific function.

The structures in animals serve a specific function.

Limited resources may have an effect on environments.

Resources are utilized in various ways to meet the needs of a population.

Adaptations help organisms survive in their environments.

Organisms can be classified by similar characteristics.


I will identify the major parts of plants and animals. (S4C1PO1),

(4-LS-1)

I will classify animals by characteristics (vertebrates/invertebrates).

(S4C1PO2), (4-LS1-1)

I will compare structures in plants and animals that serve different

functions in growth and survival. (S4C1PO1), (4-LS1-1)

I will identify adaptations that help plants and animals survive in their

environment? (camouflage, mimicry). (S4C4PO2), (4-LS1-1)

I will explain how moisture and light affect animal behavior.

(4-LS1-2)

adaptation

amphibians

aquatic

arthropod

birds

camouflage

Elodea

environment

environmental factor

fish

germinate

insects

invertebrates

isopod

mammals

mimicry

mutualism

organism

physical

preferred environment

reptiles

resources

tolerance

variable

vertebrates



Identify the structures of plants and

animals.

Classify different structures in

organisms by their functions using a

tree map.

Cite evidence to show how structures

help organisms survive in their

environment.

Design an organism with structures for

a specific environment.




Report Card Standard Science SO4.S4.C1,3,4

Developing

(below standard)

Proficient


Advancing


Mastery


standard)

Illustration: The student’s

illustration incorporates a

minimum of two adaptations, or

physical structures, that enable the

organism to survive in a desert

environment.

All parts of the illustration are

labeled but there is no explanation.

Illustration or 3-Dimensional

Model: The student’s model

incorporates a minimum of three

adaptations, or physical structures,

that enable the organism to survive

in a desert environment.

All parts of the model are labeled.

There is a description of each

structure, but it does not elaborate

on the structure’s purpose.

3-Dimensional Model in a

Diorama: The student’s model

incorporates a minimum of four

adaptations, or physical structures,

that enable the organism to survive

in a desert environment.


There is an explanation for each

structure, and how it contributes to

the organisms’ survival

3-Dimensional Model in a

Diorama or Computer Animation:

The student’s model incorporates a

minimum of four adaptations, or

physical structures, that enable the

organism to survive in a desert

environment.


There is an explanation for each

structure, and how it contributes to

the organisms’ survival.

The explanation includes a

comparison of the student’s

organism with a real organism.


Students will design and create a model of an organism that is adapted to survive in a desert environment.


FOSS Environments Module Investigations 2-5

Nowhere to Hide : Interactive game where students discover the impact that pollution has on green and orange bugs living in the environment.

Arizona Game & Fish: Classroom Programs: Information on a forty-five minute presentation on animal adaptations and symbiotic relationships.

Arizona Game & Fish Teacher Resources: Information on resources available to teachers.

Bird Beaks: Instructions for hands-on activity that explores bird beak adaptations.

Survival Stars: Video explaining camouflage.

Survival Stars: Video explaining mimicry.

Survival Stars: Video about animal record breakers.


Delta Reader “Plant and Animal Life Cycle”

Delta Reader “Environments”

FOSSweb.com

FOSSweb Multimedia Virtual Aquarium


YouTube.clea.nr (videos without ads)

Readworks.org

Newsela.com

Sciencekids.co.nz


http://www.kineticcity.com/controlcar/activity.php?act=4&virus=flossil

http://www.scilinks.org/MyScilinks/SearchByCode.aspx?Enc=1&Scilink=YBtzeY3ouDbg=&EntPt=Y5+6M9mXtayJ1ytKwvHGDxkajL8hCgEnN

http://www.azgfd.gov/i_e/ee/focus_resources.shtml

http://www.lawrencehallofscience.org/kidsite/portfolio/best-beaks/

https://www.youtube.com/watch?v=-Se6PvXd_Yw

https://www.youtube.com/watch?v=6uMU3BHbJeA

https://www.youtube.com/watch?v=UJ0QkCDKkNY






Inquiry & Life Science Earth and Space Sciences (ESS)

4-ESS3 Earth and Human Activity

S1C1PO3


cause and effect relationships. (4-ESS3-1), (4- ESS3-2)

4-ESS3-1 Students who demonstrate understanding can obtain and combine

information to describe that energy and fuels are derived from

natural resources and their uses affect the environment.

S1C4PO3 Co Communicate with other groups or individuals to compare the results

of a common investigation. (4-ESS3-1)

4- ESS3-2 Students who demonstrate understanding can generate and

compare multiple solutions to reduce the impacts of natural Earth

processes on humans S3C1PO1

Desc Describe how natural events and human activities have positive and

negative impacts on environments (e.g., fire, floods, pollution,

dams). (4-ESS3-1)

S3C1PO2

Evaluate the consequences of environmental occurrences that happen

either rapidly (e.g., fire, flood, tornado) or over a long period of time

(e.g., drought, melting ice caps, the greenhouse effect, erosion).

(4-ESS3-1)

S4C3PO1

Describe ways various resources (e.g., air, water, plants, animals,

soil) are utilized to meet the needs of a population. (4-ESS3-1)

S4C3PO2 Differentiate renewable resources from nonrenewable resources.

(4-ESS3-1)

S4C3PO3

Analyze the effect that limited resources (e.g., natural gas, minerals)

may have on an environment. (4-ESS3-1)

S4C3PO4

Describe ways in which resources can be conserved (e.g., by

reducing, reusing, recycling, finding substitutes). (4-ESS3-1),

(4-ESS3-2)













criteria and constraints of the design solution.

(4-ESS3-2)

Obtaining, Evaluating, and Communicating

Information Obtaining, evaluating, and communicating

information in 3–5 builds on K–2 experiences and

progresses to evaluate the merit and accuracy of ideas

and methods.

Obtain and combine information from books and

other reliable media to explain phenomena. (4-

ESS3-1)

ESS3.A: Natural Resources

Energy and fuels that humans use are derived

from natural sources, and their use affects the

environment in multiple ways. Some resources

are renewable over time, and others are not. (4-

ESS3-1)

ESS3.B: Natural Hazards

A variety of hazards result from natural

processes (e.g., earthquakes, tsunamis, volcanic

eruptions). Humans cannot eliminate the

hazards but can take steps to reduce their

impacts. (4-ESS3-2) (Note: This Disciplinary

Core Idea can also be found in 3.WC.)

ETS1.B: Designing Solutions to Engineering

Problems

Testing a solution involves investigating how

well it performs under a range of likely

conditions. (secondary to 4-ESS3-2)

Cause and Effect


routinely identified and used to explain

change. (4-ESS3-1)


routinely identified, tested, and used to

explain change. (4-ESS3-2)

-----------------------------------------------------

Connections to Engineering, Technology, and

Applications of Science

Interdependence of Science, Engineering, and

Technology

Knowledge of relevant scientific concepts

and research findings is important in

engineering. (4-ESS3-1)

Influence of Science, Engineering and

Technology on Society and the Natural World

Over time, people’s needs and wants

change, as do their demands for new and

improved technologies. (4-ESS3-1)

Engineers improve existing technologies

or develop new ones to increase their

benefits, to decrease known risks, and to

meet societal demands. (4-ESS3-2)

Connections to other DCIs in fourth grade: 4.ETS1.C (4-ESS3-2)

Articulation of DCIs across grade-levels: K.ETS1.A (4-ESS3-2),2.ETS1.B (4-ESS3-2),2.ETS1.C (4-ESS3-2),5.ESS3.C (4-ESS3-1),MS.PS3.D (4-ESS3-1),MS.ESS2.A

(4-ESS3-1),(4-ESS3-2); MS.ESS3.A (4-ESS3-1),MS.ESS3.B (4-ESS3-2),MS.ESS3.C (4-ESS3-1),MS.ESS3.D (4-ESS3-1),MS.ETS1.B (4-ESS3-2)





4.RI.1 Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text. (4-ESS3-

2)

MP.2 Reason abstractly and quantitatively. (4-ESS3-1),(4-ESS3-2)


write or speak about the subject knowledgeably. (4-ESS3-2)

MP.4 Model with mathematics. (4-ESS3-1),(4-ESS3-2)


investigation of different aspects of a topic. (4-ESS3-1)

4. OA.A.1 Interpret a multiplication equation as a comparison, e.g.,

interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as

7 and 7 times as many as 5. Represent verbal statements of

multiplicative comparisons as multiplication equations. (4-

ESS3-1),(4-ESS3-2)

4.W.8 Recall relevant information from experiences or gather

relevant information from print and digital sources; take

notes and categorize information, and provide a list of

sources. (4-ESS3-1)


analysis, reflection, and research. (4-ESS3-1)




There are many positive and negative factors that cause changes in the earth’s atmospheric conditions and environments. (S3C1PO1,2), (S4C3PO1-4), (4-ESS3-

1,2)


How do natural events and human activities cause positive and negative

impacts on environments? (S3C1PO1,2), (S4C3PO3), (4-ESS3-1,2)

How do the speed and intensity of environmental occurrences impact the

environment? (S3C1PO1,2), (4-ESS3-1,2)

What are the ways that various environmental resources are utilized to

meet the needs of a population? (S4C3PO1), (4-ESS3-1,2)

Which environmental resources are renewable? (S4C3PO2), (4-ESS3-1,2)

Which environmental resources are non-renewable? (S4C3PO2),

(4-ESS3-1,2)

What is the affect that limited resources may have on an environment?

(S4C3PO3), (4-ESS3-1,2)

How can environmental resources be conserved? (S4C3PO4), (4-ESS3-

1,2)

Some environmental occurrences cause atmospheric conditions.

Limited resources may have an effect on environments.

Environmental resources are utilized in various ways to meet the needs of

a population.

Environmental resources can be conserved by reducing, reusing,

recycling, and finding substitutes.

Environmental resources are non-renewable or renewable.


I will identify environmental occurrences that cause changes in

atmospheric conditions. (S4C3PO1), (S3C1PO2), (4-ESS3-1,2)

I will describe how natural events and human activities are positively and

negatively impacting the environment. (S4C3PO1), (S3C1PO1),

(4-ESS3-1,2)

I will determine if natural resources are renewable or non-renewable.

(S4C3PO2), (4-ESS3-1,2)

I will describe how limited resources have an effect on environments.

(S4C3PO3), (4-ESS3-1,2)

I will determine how natural resources can be used to minimize waste and

maximize efficiency. (S4C3PO4), (4-ESS3-1,2)

dams

drought

environment

environmental factor

fire

greenhouse effect

melting ice caps

natural gas

natural resources

non-renewable

organism

pollution

recycling

reducing

renewable

resources

reusing



List positive or negative factors

that cause changes in the

earth’s atmospheric conditions

and environments.

Construct a chart categorizing

positive or negative factors that

cause changes in the earth’s

atmospheric conditions and

environments.

Explain the cause and effect of

positive or negative factors that



environments.

Analyze positive or negative

factors that cause changes to

Earth’s systems. Organize factors

from greatest to least impact on

Earth’s atmospheric conditions and

environments. Justify your

reasoning.


Topic: Environments Part 2 Sample Assessment Items (or learning target)

Report Card Standard Science S04.S4.C3 Developing

(below standard) Proficient

(basic understanding of Standard) Advancing

(greater understanding of standard) Mastery

(exceptional understanding of standard)

Attempts to identify positive and

negative factors that cause changes

in the earth’s atmospheric

conditions and environments.

Identifies positive and negative

factors that cause changes in the

earth’s atmospheric conditions and

environments using a T-chart

and/or double-bubble map.

Identifies positive and negative

factors that cause changes in the

earth’s atmospheric conditions and

environments, using diagrams,

illustrations, or a cause and effect

thinking map.

Identifies and explains in detail,

positive and negative factors that



environments, using a model

environment. (e.g. terrarium or

detailed map with labels and facts.)


Students will identify and explain factors that cause changes to Earth’s systems. Possible tasks include…

*Independent Science Notebooks or ISN’s

*Creating Class Terrariums

* Creating a “Cause and Effect Poster” or Written Report


FOSS Environments Module: Investigation 1, Part 1 and 2

Science Stories: Amazon Rainforest Journal and Terrestrial Environments Around the World

Scholastic Study Jams Slideshow: Natural Resources

Recycling Video http://www.youtube.com/watch?v=yzBGGhRpz-U

Recycling Video: Plastic Bottles http://www.youtube.com/watch?v=TL_qH1ra7J0

Greenhouse Effect Video http://www.youtube.com/watch?v=ZzCA60WnoMk

Greenhouseforkids http://www.youtube.com/watch?v=Z_jHP6xBLe8

Globalwarmingforkids http://www.youtube.com/watch?v=-RMD88DNaGk

SRP Interactive


FOSSweb.com

FOSS Environments Module: Investigation 1, Parts 1 & 2

FOSS Science Stories: Amazon Rainforest Journal and Terrestrial

Environments Around the World


Reading Street


Newsela.com

ReadWorks.org


http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/natural-resources.htm

http://www.youtube.com/watch?v=yzBGGhRpz-U

http://www.youtube.com/watch?v=ZzCA60WnoMk

http://www.youtube.com/watch?v=ZzCA60WnoMk

http://www.youtube.com/watch?v=Z_jHP6xBLe8

http://www.youtube.com/watch?v=Z_jHP6xBLe8

http://www.youtube.com/watch?v=-RMD88DNaGk

http://www.srpnet.com/education/kids.aspx

https://newsela.com/articles/drought-lawns/id/3349/



Topic: Landforms Part 1



Inquiry & Earth and Space Science Earth and Spaces Sciences (ESS)

4-ESS1 Earth’s Place in the Universe

S6C2PO6

Analyze evidence that indicates life and environmental conditions

have changed (e.g., tree rings, fish fossils in desert regions, ice

cores). (4-ESS1-1)

4-ESS1-1 Students who demonstrate understanding can identify evidence from

patterns in rock formations and fossils in rock layers to support an

explanation for changes in a landscape over time.

S1C1PO2


by an investigation. (4-ESS1-1)

S1C2PO5

Record data in an organized and appropriate format (e.g. t-chart,

table, list, written log). (4-ESS1-1)

S1C3PO4

Determine whether the data supports the prediction for an

investigation. (4-ESS1-1)



Solutions

Constructing explanations and designing solutions in

3–5 builds on K–2 experiences and progresses to the

use of evidence in constructing explanations that

specify variables that describe and predict phenomena

and in designing multiple solutions to design

problems.

Identify the evidence that supports particular

points in an explanation. (4-ESS1-1)

ESS1.C: The History of Planet Earth

Local, regional, and global patterns of rock

formations reveal changes over time due to

earth forces, such as earthquakes. The

presence and location of certain fossil

types indicate the order in which rock

layers were formed. (4-ESS1-1)

Patterns

Patterns can be used as evidence to

support an explanation. (4-ESS1-1)

-----------------------------------------------------


Scientific Knowledge Assumes an Order

and Consistency in Natural Systems

Science assumes consistent patterns in natural

systems. (4-ESS1-1)


Articulation of DCIs across grade-levels: 2.ESS1.C (4-ESS1-1),3.LS4.A (4-ESS1-1),MS.LS4.A (4-ESS1-1),MS.ESS1.C (4-ESS1-1),MS.ESS2.A (4-ESS1-

1),MS.ESS2.B (4-ESS1-1)







MP.2 Reason abstractly and quantitatively. (4-ESS1-1)

4.W.8 Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and

categorize information, and provide a list of sources. (4-ESS1-

1)

MP.4 Model with mathematics. (4-ESS1-1)

4.W.9 Draw evidence from literary or informational texts to

support analysis, reflection, and research. (4-ESS1-1)

4.MD.A.1 Know relative sizes of measurement units within one system of

units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

Within a single system of measurement, express measurements

in a larger unit in terms of a smaller unit. Record measurement

equivalents in a two-column table. (4-ESS1-1)


There are many factors that change the surface of the earth over time. (S6C2PO6), (S1C1-3), (4-ESS1-1)


What happens to the Earth’s landscape when environmental conditions

change? (S6C2PO6), (4-ESS1-1)

What happens to the Earth’s landscape when environmental conditions

change over time? (S6C2PO6), (4-ESS1-1)

Water and wind cause erosion and land changes.


I will identify factors that change the surface of the earth over time.

(S6C2PO6), (4-ESS1-1)

basin

canyon

channel

delta

deposition

drainage basin

erosion

landform

meander

plateau

sediments



Identify environmental

conditions that cause changes

in the Earth’s landscape using

pictures or flashcards.

Compare life and

environmental conditions using

patterns, rock formations, and

fossils in rock layers to support

predictions.

Investigate water flow over

earth materials, citing

observations seen in a stream

table experiments.

Create a stream table.

Analyze data and report results

that indicate life and

environmental conditions have

changed.




Report Card Standard Science S04.S6.02

Developing

(below standard)

Proficient


Advancing


Mastery


standard)

Attempts to explain factors

that change the surface of the

earth over time, but gives

mostly misconceptions or

irrelevant information.

Explains factors that change

the surface of the earth over

time, includes one supporting

fact.



time, includes two supporting

facts.



time through the process of

erosion and deposition;

includes three or more

supporting facts.


Students will explain the factors/processes that change the surface of the earth over time.

FOSS Landforms: Student Response Sheets #9 and #10 (Investigation 2: Stream Tables, Part 1 and 2)


FOSS Landforms Module: Investigation 2: Stream Tables, Part 1 and 2

FOSS Science Stories: Real People of the Grand Canyon

Research report on “Big Rivers.” (i.e. Colorado River and Mississippi River)

Scholastic Study Jams Video: Weathering and Erosion

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm

Video Link: Erosion: Water and Wind http://www.youtube.com/watch?v=PQmon7Rj6ns

Video Link: Bill Nye: Erosion Episode http://www.youtube.com/watch?v=Xdg1lpQfLbo

Video Link: Bill Nye: Rivers and Streams Episode http://www.youtube.com/watch?v=HAzCPT4KEKE


FOSSweb.com

FOSS Landforms Module: Investigation 2, Parts 1 and 2

FOSS Science Stories: Real People of the Grand Canyon

Delta Science Readers: Erosion


http://sciencenetlinks.com/esheets/shape-it-up/

http://urbanext.illinois.edu/earth/shakeup.cfm

http://urbanext.illinois.edu/earth/activities.cfm

ReadWorks.org




http://www.youtube.com/watch?v=PQmon7Rj6ns

http://www.youtube.com/watch?v=Xdg1lpQfLbo

http://www.youtube.com/watch?v=HAzCPT4KEKE







Landforms Part 2


Inquiry & Earth and Space Science Earth and Space Sciences (ESS)

4-ESS2 Earth’s Systems

S6C2PO1 Identify the Earth processes that cause erosion. (4-ESS2-1) 4-ESS2-1 Students who demonstrate understanding can make observations

and/or measurements to provide evidence of the effects of

weathering or the rate of erosion by water, ice, wind, or vegetation.

S6C2PO2

Describe how currents and wind cause erosion and land changes.

(4-ESS2-1)

S6C2PO3

Describe the role that water plays in the following processes that

alter the Earth’s surface features:

erosion

deposition

weathering

(4-ESS2-1)

4-ESS2-2 Students who demonstrate understanding can analyze and interpret

data from maps to describe patterns of Earth’s features.

S6C2PO4

Compare rapid and slow processes that change the Earth’s surface,

including:

rapid – earthquakes, volcanoes, floods

slow – wind, weathering

(4-ESS2-1)

S6C2PO5 Identify the Earth events that cause changes in atmospheric

conditions (e.g., volcanic eruptions, forest fires). (4-ESS2-1)

S1C1PO2


by an investigation. (4-ESS2-1)

S1C2PO5

Record data in an organized and appropriate format (e.g. t-chart,

table, list, written log). (4-ESS2-1)

S1C3PO4

Determine whether the data supports the prediction for an

investigation. (4-ESS2-1)

S1C3PO1

Analyze data obtained in a scientific investigation to identify trends.

(4-ESS2-2)

S1C3PO2

Formulate conclusions based upon identified trends in data.

(4-ESS2-2)


Landforms Part 2


Planning and Carrying Out Investigations

Planning and carrying out investigations to answer


on K–2 experiences and progresses to include



Make observations and/or measurements to

produce data to serve as the basis for evidence

for an explanation of a phenomenon. (4-ESS2-

1)

Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and

progresses to introducing quantitative approaches to

collecting data and conducting multiple trials of

qualitative observations. When possible and feasible,

digital tools should be used.

Analyze and interpret data to make sense of

phenomena using logical reasoning. (4-ESS2-

2)

ESS2.A: Earth Materials and Systems

Rainfall helps to shape the land and affects the

types of living things found in a region. Water,

ice, wind, living organisms, and gravity break

rocks, soils, and sediments into smaller

particles and move them around. (4-ESS2-1)

ESS2.B: Plate Tectonics and Large-Scale System

Interactions

The locations of mountain ranges, deep ocean

trenches, ocean floor structures, earthquakes,

and volcanoes occur in patterns. Most

earthquakes and volcanoes occur in bands

that are often along the boundaries between

continents and oceans. Major mountain

chains form inside continents or near their

edges. Maps can help locate the different

land and water features areas of Earth. (4-

ESS2-2)

ESS2.E: Biogeology

Living things affect the physical

characteristics of their regions. (4- ESS2-1)

Patterns



Cause and Effect

Cause and effect relationships are routinely

identified, tested, and used to explain

change. (4-ESS2-1)


Articulation of DCIs across grade-levels: 2.ESS1.C (4-ESS2-1),2.ESS2.A (4-ESS2-1),2.ESS2.B (4-ESS2-2),2.ESS2.C (4-ESS2-2),5.ESS2.A (4-ESS2-1),5.ESS2.C (4-

ESS2-2),MS.ESS1.C (4-ESS2-2),MS.ESS2.A (4-ESS2-2),MS.ESS2.B (4-ESS2-2)


Landforms Part 2



4.RI.7 Interpret information presented visually, orally, or quantitatively

(e.g., in charts, graphs, diagrams, time lines, animations, or

interactive elements on Web pages) and explain how the

information contributes to an understanding of the text in which it

appears. (4-ESS2-2)

MP.2 Reason abstractly and quantitatively. (4-ESS2-1)



MP.4 Model with mathematics. (4-ESS2-1)



categorize information, and provide a list of sources. (4-ESS2-1)

MP.5 Use appropriate tools strategically. (4-ESS2-1)

4.MD.A.1 Know relative sizes of measurement units within one system of units

including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a

single system of measurement, express measurements in a larger

unit in terms of a smaller unit. Record measurement equivalents in a

two-column table. (4-ESS2-1)

4.MD.A.2 Use the four operations to solve word problems involving

distances, intervals of time, liquid volumes, masses of objects, and

money, including problems involving simple fractions or

decimals, and problems that require expressing measurements

given in a larger unit in terms of a smaller unit. Represent

measurement quantities using diagrams such as number line

diagrams that feature a measurement scale. (4-ESS2-1),(4-ESS2-2)


Landforms Part 2


Wind and water dominate the changes of the earth’s features. ( S6C2PO1-5), (4-SS2-1,2)


How do wind and water play a part in the changes of the earth’s features?

( S6C2PO1-5), (4-SS2-1,2)

What are the effects of weathering on Earth’s features? (S6C2PO1-5),

(4-SS2-1,2)

Water and wind cause erosion and land changes.

Some Earth processes are slow and some are fast (e.g., continental drift

vs. volcanic eruption).

Rapid and slow process are involved in changing planet Earth.


I will identify the processes that cause erosion. (S6C2PO1-3), (4-SS2-1,2)

I will describe the role that water plays on Earth. (S6C2PO3-5),

(4-SS2-1,2)

I will describe how wind currents cause erosion and land changes.

(S6C2PO2), (4-SS2-1,2)

I will compare rapid and slow processes involved in the changing Earth’s

features. (S6C2PO4), (4-SS2-1,2)

alluvial fan

basin

canyon

channel

delta

deposition

drainage basin

erosion

flashflood

flood

floodplain

landform

levee

meander

plateau

sediments

slope


DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking Identify rapid and slow processes by

using pictures and flashcards.

Identify wind and water erosion using

pictures or flashcards.

Define at least one rapid or slow process

involved in the changing Earth’s

features, using bubble map, stream table

response sheet.

Rapid - earthquakes, volcanoes, floods

Slow - wind and weathering

Investigate how slope of the land affects

erosion and deposition.

Students will investigate how flood flow

affects erosion and deposition.

Design and conduct investigations to

discover how changes to stream

channels affect erosion processes.

Analyze data and reporting results.


Landforms Part 2 Sample Assessment Items (or learning target)

Report Card Standard Science S04.S6C2 Developing





Attempts to identify the earth

processes that cause erosion.

Draws a map of the stream

table, does not record

important events

Identifies at least one of the

earth processes that cause

erosion.

Draws a reasonable map of

the stream table with minor

flaws; with at least one

important event.

Identifies at two or more of

the earth processes that cause

erosion.

Draws a reasonable map of

the stream table with at two

or more important events.

Identifies and explains the

process of erosion and

deposition.

Draws an accurate map of the

stream table and records

important events of erosion

and deposition.


Students will draw an accurate landform map that shows the process of erosion and deposition.

FOSS Landforms Module: Student Sheet #10 (Investigation 3: Go With the Flow, Part 1: Slope)


FOSS Landforms Module: Investigation 3, Part 1

FOSS Science Stories: Rivers and Controlling the Flood and Shapes of the Earth

Scholastic Study Jams Video: Weathering and Erosion


Bilingual Science Video: Weathering, Erosion, and Deposition http://www.youtube.com/watch?v=R48zYr-S7v0

Bill Nye: Rocks and Weathering episode http://www.youtube.com/watch?v=9Xv1DoqkARQ


FOSSweb.com

FOSS Landforms Module: Investigation 3, Part 1

FOSS Science Stories: Rivers and Controlling the Flood and Shapes of

the Earth


Reading Street




ReadWorks.org Scilinks.org (register for free account)








Topic: Engineering, Technology, and Applications of Science



Inquiry & History and Nature of Science & Science in Personal and Social Perspectives Engineering, Technology, and Applications of Science (ETS)

3-5-ETS1 Engineering Design

S1C1PO2 Formulate a relevant question through observations that can be tested by an

investigation. (3-5-ETS1-1)

3-5-ETS1-1 Students who demonstrate understanding can

define a simple design problem reflecting a need

or a want that includes specified criteria for

success and constraints on materials, time, or

cost.

S2C1PO1 Identify how diverse people and/or cultures, past and present, have made important

contributions to scientific innovations. (3-5-ETS1-1)

S2C1PO2 Describe science-related career opportunities. (3-5-ETS1-1)

S2C2PO1 Explain the role of experimentation in scientific inquiry.

(3-5-ETS1-1)

3-5-ETS1-2 Students who demonstrate understanding can

generate and compare multiple possible

solutions to a problem based on how well each

is likely to meet the criteria and constraints of

the problem.

S1C1PO3 Formulate predictions in the realm of science based on observed cause and effect

relationships. (3-5-ETS1-2)

S1C1PO4 Locate information (e.g., book, article, website) related to an investigation. (3-5-ETS1-

2) S1C3PO2 Formulate conclusions based upon identified trends in data.(3-5-ETS1-2) 3-5-ETS1-3 Students who demonstrate understanding can

plan and carry out fair tests in which variables

are controlled and failure points are considered

to identify aspects of a model or prototype that

can be improved.

S3C2PO3 Design and construct a technological solution to a common problem

or need using common materials. (3-5-ETS1-2)

S3C3PO3 Determine that data collected is consistent with the formulated question. (3-5-ETS1-2)

S1C2PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and

care of technology, materials, organisms) in all science inquiry.

(3-5-ETS-3)

S1C2PO2 Plan a simple investigation that identifies the variables to be

controlled. (3-5-ETS-3)

S1C2PO3 Conduct controlled investigations (e.g., related to erosion, plant life


sciences. (3-5-ETS-3)

S1C2PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e.,

metric, U.S. customary). (3-5-ETS-3)


table, list, written log). (3-5-ETS-3)

S1C3PO1 Analyze data obtained in a scientific investigation to identify trends. (3-5-ETS1-3)

S1C2PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e.,

metric, U.S. customary). (3-5-ETS-3)


table, list, written log). (3-5-ETS-3)

S1C3PO4 Determine whether the data supports the prediction for an investigation. (3-5-ETS1-3)

S1C3PO5 Develop new questions and predictions based upon the data collected in the

investigation. (3-5-ETS1-3)

S1C2PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology,

materials, organisms) in all science inquiry. (3-5-ETS1-3)




Asking Questions and Defining Problems Asking questions and defining problems in 3–5

builds on grades K–2 experiences and progresses to


Define a simple design problem that can be

solved through the development of an object,

tool, process, or system and includes several

criteria for success and constraints on materials,

time, or cost. (3-5-ETS1-1)






Plan and conduct an investigation

collaboratively to produce data to serve as the

basis for evidence, using fair tests in which

variables are controlled and the number of

trials considered. (3-5-ETS1-3)










criteria and constraints of the design problem.

(3-5-ETS1-2)

ETS1.A: Defining and Delimiting Engineering

Problems

Possible solutions to a problem are limited by

available materials and resources (constraints).

The success of a designed solution is determined

by considering the desired features of a solution

(criteria). Different proposals for solutions can be

compared on the basis of how well each one

meets the specified criteria for success or how

well each takes the constraints into account. (3-5-

ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out

before beginning to design a solution. Testing a

solution involves investigating how well it

performs under a range of likely conditions. (3-

5-ETS1-2)

At whatever stage, communicating with peers

about proposed solutions is an important part

of the design process, and shared ideas can

lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure

points or difficulties, which suggest the

elements of the design that need to be

improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to

determine which of them best solves the problem,

given the criteria and the constraints. (3-5-ETS1-

3)

Influence of Engineering, Technology, and

Science on Society and the Natural World

People’s needs and wants change over

time, as do their demands for new and

improved technologies. (3- 5-ETS1-1

Engineers improve existing technologies

or develop new ones to increase their

benefits, decrease known risks, and meet

societal demands. (3-5-ETS1-2)

Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:

Fourth Grade: 4-PS3-4

Connections to 3-5-ETS1.B: Developing Possible Solutions to Problems include:

Fourth Grade: 4-ESS3-2

Connections to 3-5-ETS1.C: Optimizing the Design Solution include:


Articulation of DCIs across grade-bands: K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3),K-2.ETS1.B (3-5-ETS1-2),K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS1-

3),MS.ETS1.A (3-5- ETS1-1),MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3),MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3)






text says explicitly and when drawing inferences from the text. (3-5-

ETS1-2)

MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-

ETS1-3)





appears. (3-5-ETS1-2)

MP.4 Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)


write or speak about the subject knowledgeably. (3-5-ETS1-2)

MP.5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-

ETS1-3)


investigation of different aspects of a topic. (3-5-ETS1-1),(3-5-

ETS1-3)

3-5.OA Operations and Algebraic Thinking (3-5-ETS1-1),(3-5-ETS1-2)



categorize information, and provide a list of sources. (3-5-ETS1-

1),(3-5-ETS1-3)


analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3)




Engineers develop new technologies, or improve existing technologies, to benefit society as a whole. (S3C2PO1), (3-5-ETS1-2)


What are the benefits and risks related to technology? (S1C2PO1),

(3-5-ETS1-3)

How do the components in a system work together? (S2C2PO1),

(3-5-ETS1-3)

How do scientists generate ideas to solve problems? (S2C1PO1),

(3-5-ETS1-1)

Why are some solutions more effective than others? (S1C1PO3),

(3-5-ETS1-1), (3-5-ETS1-2)

How are simple design problems identified? (S3C2PO3), (3-5-ETS1-1)

How do we determine the best solution for a problem? (S1C3PO2),

(3-5-ETS1-2)

The parts of a system work together.

A system with a missing or defective component may not work.

Technology is a result of human needs.

Experimenting is important in scientific inquiry.

People use science and technology every day.

Solutions for problems can be tested to see how they work.


I will describe the benefits and risks related to the use of technology.

(S1C2PO1), (3-5-ETS1-3)

I will describe how the components in a system work together.

(S2C2PO1), (3-5-ETS1-3)

I will explain how scientists generate ideas. (S2C1PO1), (3-5-ETS1-1)

I will develop and compare different ideas to solve a problem.

(S3C2PO3), (3-5-ETS1-1)

I will identify a simple design problem. (S3C2PO3), (3-5-ETS1-1)

I will test different solutions to see which one best solves the problem.

(S1C3PO2), (3-5-ETS1-2)

controlled variables

criteria

design

engineer

failure point

investigation

process

prototype

resources

risk

solution

system

technology



Illustrate and label the structural

parts of a bridge.

Utilizing a pre-existing blueprint,

construct a bridge that can hold a

standard weight.

Using a pre-existing blueprint,

construct a bridge that can hold a

standard weight. Assess the

effectiveness of the design.

Design and construct a bridge that

can hold a standard weight. Test

and analyze the design. Refine it

based on test results.


Topic: Engineering, Technology, and Applications of Science Sample Assessment Items (or learning target)

Report Card Standard Science SO4.S1.C1-4 Developing





Students design a water wheel that

will use water to lift objects a

specified distance.

The students conduct a minimum

of three trials.

Students conduct trials randomly

and do not use the results of the

trials to improve their designs.



specified distance.

The students conduct a minimum

of three trials. Students sometimes

use the results of their trials to

improve their designs.

Students are able to identify which

solution was most efficient.



specified distance.

The students conduct and

document a minimum of four or

more trials. Students record results

in a log and use the results from

the trials to change and improve

the design.


solution was most efficient and

why.



specified distance.

The students conduct and

document a minimum of four or

more trials. Students record results

in a log and use the result from the

trials to change and improve the

design.


solution was most efficient and

why. Students compare their

solutions to others and further

refine their designs.


Students will design and construct a simple water wheel that will efficiently lift objects. They will conduct several trials to refine their designs.


Engineering Paper Structures: Lesson plan for teachers on engineering paper structures.

Popsicle Bridge: Lesson plan and student worksheets.

Water Wheel Resources: Research materials on history and types of water wheels.

How Everyday Things Are Made: Interactive site with videos and online tours.


FOSS Water Module: Investigation 4

FOSSweb.com

Delta Reader: “Water”

YouTube.cle.nr (videos without ads)

www.nasa.gov

Readworks.org

www.srpnet.com/education/

Newsela.com

Teachengineering.org

Sciencekids.co.nz


http://teachers.egfi-k12.org/lesson-paper-structures-civil-engineering/

http://www.tryengineering.org/lesson-plans/popsicle-bridge

http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy2/cub_energy2_lesson08_activity2.xml

http://manufacturing.stanford.edu/hetm.html

http://www.srpnet.com/education/


Topic: Water

Topic: Water


Life Science and Earth and Space Science

4. Earth’s Systems: Processes that Shape the Earth

S4C3PO1 Describe the ways various resources (e.g. air, water, plants, animals, and soil) are

utilized to meet the needs of a population.

S4C3PO2 Differentiate renewable resources from nonrenewable resources

S4C3PO4 Describe ways in which resources can be conserved (e.g. by reducing, reusing,

recycling, finding substitutes)

S6C2PO2 Describe how currents and wind cause erosion and land changes 4-ESS2-1 Students who demonstrate understanding can

make observations and/or measurements to

provide evidence of the effects of weathering or

the rate of erosion by water, ice, wind, or

vegetation

S6C2PO3 Describe the role that water plays in the following processes that alter Earth’s surface

features: deposition, weathering, erosion

S6C2PO4 Compare rapid and slow processes that change Earth’s surface features: (rapid-

earthquakes, volcanoes, floods)(slow-wind, weather)

S6C3PO1 Identify the sources of water within an environment (e.g. ground water, surface water,

atmosphere)

S6C3PO2 Describe the distribution of water on Earth’s surface

S6C3PO3 Difference between climate and weather as they relate to the southwestern U.S.


Topic: Water







Make observations and/or measurements to

produce data to serve as the basis for

evidence for an explanation of a

phenomenon. (4-ESS2-1)

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences and

progresses to introducing quantitative approaches to

collecting data and conducting multiple trials of

qualitative observations. When possible and feasible,

digital tools should be used.

Analyze and interpret data to make sense of

phenomena using logical reasoning. (4-

ESS2-2)








Identify the evidence that supports particular

points in an explanation. (4-ESS1-1)



criteria and constraints of the design

solution. (4-ESS3-2)

ESS2.A: Earth Materials and Systems

Rainfall helps to shape the land and affects the

types of living things found in a region. Water, ice,

wind, living organisms, and gravity break rocks,

soils, and sediments into smaller particles and

move them around. (4-ESS2-1)

ESS2.E: Biogeology

Living things affect the physical characteristics of

their regions. (4-ESS2-1)

ETS1.B: Designing Solutions to Engineering

Problems

Testing a solution involves investigating how well

it performs under a range of likely

conditions.(secondary to 4-ESS3-2)

Nature of Science Scientific Knowledge Assumes an Order and

Consistency in Natural Systems

Science assumes consistent patterns in natural

systems. (4-ESS1-1)

Patterns



Cause and Effect

Cause and effect relationships are routinely

identified, tested, and used to explain

change. (4-ESS2-1)

Connections to 3-5-ETS1.B: Developing Possible Solutions to Problems include:

Fourth Grade: 4-ESS3-2

Connections to 3-5-ETS1.C: Optimizing the Design Solution include:


Articulation of DCIs across grade-bands: K.ETS1.A (4-ESS3-2); 2.ESS1.C (4-ESS1-1),(4-ESS2-1); 2.ESS2.A (4-ESS2-1); 2.ESS2.B (4- ESS2-2); 2.ESS2.C (4-ESS2-2); 2.ETS1.B (4-ESS3-2);

2.ETS1.C (4-ESS3-2);3.LS4.A (4-ESS1-1); 5.ESS2.A (4-ESS2-1); 5.ESS2.C (4-ESS2-2); MS.LS4.A (4-ESS1-1); MS.ESS1.C (4-ESS1-1),(4-ESS2-2); MS.ESS2.A (4-ESS1-1),(4-ESS2-2),(4-ESS3-2); MS.ESS2.B (4-ESS1-1),(4-ESS2-2); MS.ESS3.B (4-ESS3-2); MS.ETS1.B (4-ESS3-2)

http://www.nap.edu/openbook.php?record_id=13165&page=61





























Topic: Water




text says explicitly and when drawing inferences from the text. (3-5-

ETS1-2)

MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-

ETS1-3)





appears. (3-5-ETS1-2)

MP.4 Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)


write or speak about the subject knowledgeably. (3-5-ETS1-2)

MP.5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-

ETS1-3)

4.W.7 Interpret information presented visually, orally, or quantitatively




appears. (4-ESS1-1),(4-ESS2-2)

4.MD.A.1 Know relative sizes of measurement units within one system of units

including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a

single system of measurement, express measurements in a larger unit

in terms of a smaller unit. Record measurement equivalents in a two-

column table. (4-ESS1-1),(4-ESS2-1)



categorize information, and provide a list of sources. (3-5-ETS1-

1),(3-5-ETS1-3)

4.MD.A.2 Use the four operations to solve word problems involving distances,

intervals of time, liquid volumes, masses of objects, and money,

including problems involving simple fractions or decimals, and

problems that require expressing measurements given in a larger

unit in terms of a smaller unit. Represent measurement quantities

using diagrams such as number line diagrams that feature a

measurement scale. (4-ESS2-1),(4-ESS2-2)


analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3)

4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret

35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7

times as many as 5. Represent verbal statements of multiplicative

comparisons as multiplication equations. (4-ESS3-2)

http://www.corestandards.org/ELA-Literacy/W/4






Topic: Water


Water dominates the surface of our planet, changes the face of land, and defines life.


Water causes erosion and land changes.

Evaporation is when a liquid changes to a gas.

Some events on Earth cause atmospheric conditions.

Some Earth materials absorb more water than others.

Water cycles through Earth’s systems.


I will identify how water causes erosion (S6C2PO2, S6C2PO3)

I will describe the role water plays on Earth (S6C2PO3).

I will diagram and describe the water cycle.

I will compare rates of evaporation under different conditions.

I will observe and compare water on a variety of surfaces.

I will compare and contrast rapid and slow processes involved in changing

planet Earth (S6C2PO4).

I will observe and compare movement of water through different

materials.

Condensation

Condense

Drain

Earth materials

Evaporate

Evaporation

Observation

Property

Seriate

Soak

Surface area

Water cycle

Water quality

Water vapor




Topic: Water Sample Assessment Items (or learning target)

Report Card Standard Science Developing






.



FOSS Water Module: Investigation 4

FOSSweb.com

Delta Reader: “Water”, “Erosion”

YouTube.cle.nr (videos without ads)

www.nasa.gov

Readworks.org

www.srpnet.com/education/

Newsela.com

Sciencekids.co.nz


http://www.projectwet.org

http://www.srpnet.com/education/

science curriculum€¦ · page 5 of 43 revised july 2015 fourth grade science ngss science and...

Documents