try it out! measuring up to the ca standards

Try It Out! Sample Pack | Science | Grade 4 | Lesson 8

Measuring Up to the CA Standards

The Try It Out! sample pack features:

• 1 full student lesson with complete Teacher Edition lesson• 1 full Table of Contents for your grade level• Correlation to your state standards

Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.

Standards-based lessons featureintroductions that set students up for success with:

aVocabulary in Action

aRelevant real-world connections

aClearly identified learning goals

aConnections to prior learning

Guided Instruction and IndependentLearning strengthen learning with:

aDeep thinking prompts

aCollaborative learning

aSelf-evaluation

aDemonstration of problem-solving logic

aApplication of higher-order thinking

Flexible design meets the needs ofwhole- or small-group instruction.Use for:

aIntroducing standards

aReinforcement or standards review

aIntervention

aRemediation

aTest Preparation

Extend learning with online digital resources!Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment andpractice. Meet the needs of all students for standards mastery with resources that pinpoint student needs with customized practice.

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[ 44 ] masteryeducation.com | Science | Level D Copying is prohibited.

WORDS TO KNOW

transform

generator

mechanical energy

electric current

circuit

effi ciency

Lesson 8 HOW ARE ELECTRIC CURRENTS TRANSFORMED INTO USABLE ENERGY?

THE BIG IDEA● Electric currents are produced by transforming the energy of

motion into electrical energy.

● Electrical energy can be used to produce motion, sound, heat, or light.

WHAT I NEED TO KNOWEvery time you turn on a fan, energy transforms. To transform something is to change it. The fan works by transforming electricity to other forms of energy.

Electricity can come from many diff erent sources. A generator is machine that turns one form of energy into electricity. Mechanical energy is the energy an object has because of its motion and the forces acting on it. Moving water has mechanical energy that can convert to electricity. Sunlight can hit a solar panel convert to electricity. Geothermal energy, or energy from inside Earth, can provide heat and be converted to electricity.

A generator converts energy into an electric current, or the movement of electric charges. This electric current can move in a circuit, which is a path that ends at the same place it begins, like a circle. The current that moves in a circuit allows the objects we use to do work because the electricity is transformed into other types of energy.

Electricity produces many types of energy. The images show diff erent devices to use electricity. When you plug a stereo into an outlet, it completes a circuit. Electricity can make music. When you plug a space

TURN AND TALKWhat are some things that store and release electricity? Talk with a partner to brainstorm a list of objects.

THINK ABOUT ITWhat do the diff erent uses of electricity have in common? How are they diff erent?

UN

IT 2

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[ 45 ]Unit 2 | Transferring Energy and Information | masteryeducation.comCopying is prohibited.

HOW ARE ELECTRIC CURRENTS TRANSFORMED INTO USABLE ENERGY? Lesson 8

heater into an outlet, electricity can make heat. When you plug a lamp into an outlet, electricity is converted to light.

A stereo plugged into an outlet completes a circuit.

A space heater generates heat when plugged into an outlet.

Electricity is converted to light when you plug a lamp into an outlet.

When energy is converted to diff erent forms, the object does not use all of the energy in a practical way. For example, when you use a lamp, not all of the electricity converts to light energy. If you hold your hand near a lightbulb that has been on, you can feel another form of energy—heat. In many energy transformations, most of the electricity is useful energy, but some is converted to other forms. We can measure energy transformations by their effi ciency. Effi ciency is a comparison of how much energy was delivered to a system to how much energy the system uses. In the lamp example, the lamp is the system. The energy that converts to heat makes the bulb less effi cient than a bulb that does not get hot.

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WHAT I HAVE LEARNED1. What is a circuit?

Ⓐ A closed loop

Ⓑ The fl ow of electricity

Ⓒ Any electrical machine

Ⓓ The work done by electricity

2. Which of these will transform electricity into light?

Ⓐ A pot

Ⓑ A watch

Ⓒ A lightbulb

Ⓓ An airplane

3. A stereo transforms electrical energy. What type of useful energy does a stereo produce?

Ⓐ Heat

Ⓑ Light

Ⓒ Sound

Ⓓ Movement

HINT, HINTWhich of these makes a room brighter?




4. What is the energy change that occurs in this picture?

Ⓐ Electrical to light

Ⓑ Light to electrical

Ⓒ Electrical to mechanical

Ⓓ Mechanical to electrical

5. A room is dark at night. What does an electrician need to do to provide more light to the room?

Ⓐ Add more heat

Ⓑ Add more circuits

Ⓒ Add more switches

Ⓓ Add more electricity

6. What does it mean that a lightbulb is very effi cient?

Ⓐ It is very inexpensive.

Ⓑ It uses very little electricity.

Ⓒ It makes the room very bright.

Ⓓ It transforms a lot of electricity into light.

5.

HINT, HINTHow is a lightbulb’s brightness related to how much electricity is used?


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ANNOTATED

TEACHER EDITION

[ ii ]

Letter to Students vi

Letter to Parents and Families vii

What You’ll See in Measuring Up to the Next Generation Science Standards viii

Unit 1 Structure, Function, and Information Processing

NGSS LESSON4-PS4-2 1. How Do We See Objects? 1

4-LS1-1 2. How Are Plants Able to Grow, Survive, and Reproduce? 6

4-LS1-1 3. How Are Animals Able to Grow, Survive, and Reproduce? 12

4-LS1-2 4. Why Do Animals Behave the Way They Do? 17

3-5-ETS1-1, 4-LS1-2 Unit 1 Information Processing Lab Investigation 21

Unit 1 Building Stamina 25

Introduction

CONTENTS

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[ iii ]

Unit 2 Transferring Energy and Information

Unit 3 Energy and Collisions

NGSS

NGSS

LESSON

LESSON

4-PS3-2 5. What Is Energy and How Does It Move from Place to Place? 33

4-PS3-2 6. How Do Sound, Light, and Heat Transfer Energy? 37

4-PS3-2 7. How Does an Electric Current Transfer Energy? 40

4-PS3-4 8. How Are Electric Currents Transformed into Usable Energy? 44

4-PS3-4 9. How Does Stored Energy Become Usable Energy? 48

4-PS4-3 10. How Does Information Get from Place to Place? 51

3-5ETS1-1, 4-PS3-2 Unit 2 Transferring Energy Lab Investigation 55


4-PS3-1 11. How Does an Object’s Speed Compare to Its Energy? 64

4-PS3-3 12. What Happens to an Object’s Energy When It Hits Another Object? 68

4-PS3-3 13. What Makes the Sounds We Hear When Objects Collide? 71

3-5-ETS1-3, 4-PS3-3 Unit 3 Collisions Lab Investigation 75


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[ iv ]

Unit 4 Earth’s Landscape

Unit 5 Earth and Humans

NGSS

NGSS

LESSON

LESSON

4-PS4-1 14. How Do Waves Make Objects Move? 85

4-ESS1-1 15. Why Does Earth’s Landscape Change Over Time? 89

4-ESS1-1 16. What Can Fossils Tell Us About Earth’s Landscape? 93

4-ESS2-1 17. How Do Earth’s Materials Move Around? 96

4-ESS2-2 18. What Do We Know About the Location of Earth’s Features? 100

3-5-ETS1-2, 4-ESS2-1 Unit 4 Landscape Lab Investigation 104


4-ESS3-1 19. What Eff ects Do Natural Resources Have on Earth? 113

4-ESS3-2 20. How Do Earth’s Natural Processes Impact Humans? 117

3-5-ETS1-2, 4-ESS3-1, 4-ESS3-2

Unit 5 Earthquake Lab Investigation 121


CONTENTS

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[ v ]

References Acknowledgments 131

Correlation to the Next Generation Science Standards 132

Glossary 135

Graphic Organizers 137

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[ 132 ] masteryeducation.com | Science | Level D

CORRELATIONS

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Correlation to the Next Generation Science Standards

This worktext is customized to the Next Generation Science Standards.

NGSS Grade 4 Standards Lessons

Disciplinary Core Idea 4-PS3: Energy

4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.Assessment Boundaries: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative defi nition of energy.

11

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.Assessment Boundaries: Assessment does not include quantitative measurements of energy.

5, 6, 7,Unit 2 Lab

Investigation

4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.Clarifi cation Statements: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.Assessment Boundaries: Assessment does not include quantitative measurements of energy.

12, 13, Unit 3 Lab Investigation

4-PS3-4 Apply scientifi c ideas to design, test, and refi ne a device that converts energy from one form to another.Clarifi cation Statements: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.Assessment Boundaries: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.

8, 9

Disciplinary Core Idea 4-PS4: Waves and their Applications in Technologies for Information Transfer

4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.Clarifi cation Statements: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.Assessment Boundaries: Assessment does not include interference eff ects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.

14

4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.Assessment Boundaries: Assessment does not include knowledge of specifi c colors refl ected and seen, the cellular mechanisms of vision, or how the retina works.

1

4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.Clarifi cation Statements: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.

10

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[ 133 ]Correlation to the Next Generation Science Standards | masteryeducation.com [ 133 ]CC ll i hh NN GG i SS i SS dd dd || d i


Disciplinary Core Idea 4-LS1: From Molecules to Organisms: Structures and Processes

4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.Clarifi cation Statements: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.Assessment Boundaries: Assessment is limited to macroscopic structures within plant and animal systems.

2, 3

4-LS1-2 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.Clarifi cation Statements: Emphasis is on systems of information transfer.Assessment Boundaries: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.

4, Unit 1 Lab Investigation

Disciplinary Core Idea 4-ESS1: Earth’s Place in the Universe

4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.Clarifi cation Statements: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; tilted rock layers indicate past crustal movement; glacial scratches on rock formations indicating glacier movement; and, a canyon with diff erent rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.Assessment Boundaries: Assessment does not include specifi c knowledge of the mechanism of rock formation or memorization of specifi c rock formations and layers. Assessment is limited to relative time.

15, 16

Disciplinary Core Idea 4-ESS2: Earth’s Systems

4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.Clarifi cation Statements: Examples of variables to test could include angle of slope in the downhill movement of water and/or loose Earth materials due to gravity, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water fl ow.Assessment Boundaries: Assessment is limited to a single form of weathering or erosion.


4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features.Clarifi cation Statements: Maps can include topographic maps of Earth’s land and ocean fl oor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.

18

Disciplinary Core Idea 4-ESS3: Earth and Human Activity

4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses aff ect the environment.Clarifi cation Statements: Examples of renewable energy resources could include wind, water behind dams, and sunlight; nonrenewable energy resources are fossil fuels and fi ssile materials. Examples of environmental eff ects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.


4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.Clarifi cation Statements: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.Assessment Boundaries: Assessment is limited to earthquakes, fl oods, tsunamis, and volcanic eruptions.



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CORRELATIONS

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Disciplinary Core Idea 3-5-ETS1: Engineering Design

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Unit 1 Lab Investigation,Unit 2 Lab

Investigation

3-5-ETS1-2 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.

Unit 4 Lab Investigation,Unit 5 Lab

Investigation

3-5-ETS1-3 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.

Unit 3 Lab Investigation



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UNIT 2

9781640901018_NGSS_Gr4_TE.indb 419781640901018_NGSS_Gr4_TE.indb 41 7/13/2018 8:27:10 AM7/13/2018 8:27:10 AM


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TEACHER NOTESSTANDARDS 4-PS3-4

Performance Expectation

Apply scientifi c ideas to design, test, and refi ne a device that converts energy from one form to another.

Disciplinary Core Idea

PS3.B Conservation of Energy and Energy Transfer - 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.

Science and Engineering Practices

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.

Apply scientifi c ideas to solve design problems.

Cross Cutting Concepts

Energy and Matter - Energy can be transferred in various ways and between objects.

Connections to Engineering, Technology, and Applications of Science - Infl uence of Engineering, Technology, and Science on Society and the Natural World

Engineers improve existing technologies or develop new ones.

Science is a Human Endeavor - Most scientists and engineers work in teams.

Science aff ects everyday life.

Prerequisite Knowledge & Standards

ETS1.A Defi ning Engineering Problems - A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.

ETS1.B Developing Possible Solutions - Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.




TEACHER NOTESMath Connection

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.

ELA Connection

W.4.7 Conduct short research projects that build knowledge through investigation of diff erent aspects of a topic.

W.4.8 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.

Misconceptions

● Electrical sources such as batteries transfer energy all the time, even when there is not a complete circuit. (1)

● Batteries have electricity inside them. (2)

● Things “use up” energy. (2)

● Energy is confi ned to some particular origin, such as what we get from food or what the electric company sells. (2)

● Energy can be changed completely from one form to another (no energy losses). (2)

TIPS FOR THE STRUGGLING LEARNER• Help students distinguish between things that transform energy into electricity and things that

transform energy from electricity with a graphic organizer. Have students draw two columns. In one column, they will list examples of items that produce electricity, such as dams or batteries. In the other column, they will list items that use electricity, such as fans or cell phones. Have students draw images of their lists.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• Some English language learners may struggle with terms relating to electric circuits. Have students

draw images of generators, circuits, and resistors on poster paper and place them around the classroom. As the class discusses each part of the circuit, have students stand next to the poster to illustrate each component.

ACTIVITIES FOR THE ADVANCED LEARNER• Challenge advanced learners to research diff erent energy sources for municipalities. Many cities use

coal, gas, solar, wind, or geothermal energy sources to produce electricity. Have students explain the benefi ts and drawbacks of each source of energy.


try it out! measuring up to the ca standards

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