try it out! measuring up

Try It Out! Sample Pack | Science | Grade 4 | Lesson 1

Measuring Up to the IL 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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[ 1 ]Unit 1 | Structure, Function, and Information Processing | masteryeducation.comCopying is prohibited.

WORDS TO KNOW

light ray

visible light

refl ection

Lesson 1 HOW DO WE SEE OBJECTS?

THE BIG IDEA● We see an object when light refl ects off it and enters our eyes.

WHAT I NEED TO KNOWEarly scientists thought the human eye sent out light rays to objects, allowing us to see things. Later, they realized that a source such as the sun sends out light, and our eyes receive the light.

The human eye sees the many colors of visible light, a type of electromagnetic wave. Humans are not able to see other types of electromagnetic waves, such as radio waves or heat, but some animals can.

You can see the light from the sun, from a fl ashlight, or from any other light source. How do you see objects that do not make their own light? First, light travels in a straight line from a source. Second, the light hits an object. You can see objects because light waves bounce, or refl ect, off them. This is called refl ection. Next, the refl ected light travels in a straight line from the object to your eye. You can see the object because it refl ects light.

THINK ABOUT ITImagine you are looking for something in a closet. Can you fi nd it with the lights off ? Can you fi nd it with your eyes closed? Can you see it behind the clothes or in a box? What helps you see what you are looking for?

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The eye has special cells that can sense diff erent colors of light. The eye sends this information to the brain, allowing you to see.

Light cannot reach your eyes if they are closed, or if something is blocking the light. If there is low light, you see things diff erently. If there is no light, you cannot see at all.

How do we see objects in a mirror? Because light travels in straight lines, the light strikes the mirror at an angle and refl ects off of it at the same angle. This is why what you see in a mirror depends upon where you stand.

The person can see the vase (bottom image) but not the table (top image).

TURN AND TALKTalk about mirrors and what you have noticed in your experience with them. Have you ever held a mirror and used it to look around a corner? If your hair is parted on the left, why does it look like it is parted on the right when you look at yourself in a mirror? Where do objects that refl ect in a mirror appear to be in relation to where they really are?



HOW DO WE SEE OBJECTS? Lesson 1

WHAT I HAVE LEARNED1. How are we able to see objects?

Ⓐ When the objects absorb light rays

Ⓑ When light rays are refl ected into our eyes

Ⓒ When light rays come from our eyes

Ⓓ When we can feel light rays

This is a model of a brightly lit offi ce with two walls, a mirror, and fl owers. Use this model to answer questions 2 and 3.

2. Who can see the red fl ower without using the mirror?

Ⓐ Person 1

Ⓑ Person 2

Ⓒ Person 3

Ⓓ No one

3. Who can see the red fl ower in the mirror?

Ⓐ Person 1

Ⓑ Person 2

Ⓒ Person 3

Ⓓ No one

SKETCH ITSketch the diagram and then use arrows to show how the light rays refl ect from the fl ower toward each of the three people’s eyes. Remember that light travels in a straight line and cannot pass through walls!

3.




4. In this model, what is the source of light and what is the object the boy sees?

Ⓐ The source of light is the eyes, and the object is the robot.

Ⓑ The source of light is the fl ashlight, and the object is the eyes.

Ⓒ The source of light is the robot, and the object is the fl ashlight.

Ⓓ The source of light is the fl ashlight, and the object is the robot.

5. In this model, the dashed gray line shows the line of symmetry for the refl ection of the blue fl ower.

Which statement is true?

Ⓐ Angle y is acute, so the person can see the blue fl ower.

Ⓑ Angle x � angle y � 120° and is obtuse. The person cannot see the blue fl ower.

Ⓒ Angle x � angle y � 90° and is a right angle. The person can see the blue fl ower.

Ⓓ We cannot tell what angle y is, so we do not know if the person can see the blue fl ower.

HINT, HINTRemember that an acute angle is less than 90° and an obtuse angle is greater than 90°. Also remember that when you fold a picture along a line of symmetry, the two sides match. Does this help you fi gure out the number of degrees in angle y?




6. A periscope uses two mirrors to allow sailors to see what is on the surface of the ocean even when a submarine is underwater. Which picture correctly shows how light travels to allow the sailor to see the ship?

Ⓐ

Ⓑ

Ⓒ

Ⓓ

6.


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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.



[ 134 ] masteryeducation.com | Science | Level D

CORRELATIONS

[ 134 ] d i || SS i || LL ll DD


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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oes

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lp y

ou fi

gure

out

the

num

ber

of

degr

ees

in a

ngle

y?




TEACHER NOTESSTANDARDS 4-PS4-2

Performance Expectation

Develop a model to describe that light refl ecting from objects and entering the eye allows us to see objects.

Disciplinary Core Idea

PS4.B: Electromagnetic Radiation - An object can be seen when light refl ected from its surface enters the eyes.

Science and Engineering Practices

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 to describe phenomena.

Cross Cutting Concepts Cause and Eff ect

Cause and eff ect relationships are routinely identifi ed.

Prerequisite Knowledge & Standards

PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light. (1-PS4-2)

Some materials allow light to pass through them, others allow only some light through, and still others block all light and create dark shadows on any surface beyond them where the light cannot reach. Mirrors can redirect light beams. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1-PS4-3)

PS4.C: Information Technologies and Instrumentation People also use a variety of devices to communicate (send and receive information) over long distances. (1-PS4-4)

Math Connection

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

4.G.A.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional fi gures. (4-PS4-2).




TEACHER NOTESELA Connection

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-PS4-2).

Misconceptions

● Light only refl ects from shiny surfaces. (2)

● Objects cannot absorb and refl ect light, they must do one or the other. (3)

● The eye and the brain are not connected. (2)

TIPS FOR THE STRUGGLING LEARNER• For learners who struggle with understanding the path of light, create hands-on experiences.

Student groups will need mirrors, fl ashlights, masking or painter’s tape, paper, and pencils. First, set up stations with perpendicular lines marked out from the wall with tape. One student in each group holds the mirror against the wall above the tape while the other two test conditions under which they can see each other in the mirror. Second, dim the lights and have students use mirrors and fl ashlights, tracing the center of each light beam to and from the mirror and the mirror itself. They can they draw a line perpendicular to the mirror and compare the two angles.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• For English language learners, hands-on experiences will help students connect concepts with

vocabulary. (See the activities for struggling learners.) Also, have students create index cards with vocabulary on one side and information on the other that helps them remember the terms (e.g., translations from their fi rst language, related words, defi nitions, sentences, and diagrams). Then have students hold up their cards to answer questions during lecture and discussion. Terms might include ray, source, visible light, refl ect, refl ection, angle, and symmetry.

ACTIVITIES FOR THE ADVANCED LEARNER• Learners who need a challenge can explore curved mirrors (both concave and convex), draw

diagrams of how light refl ects off such surfaces, and explore their uses (e.g., concave mirrors are used in solar ovens, satellites, and telescopes; convex mirrors are used for telescopes and in security mirrors, such as at tight corners to avoid collisions).


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