welcome! after you are comfortable… make a name tag move a magnet on the capacity matrix to...

Welcome!

After you are comfortable…

• Make a name tag

• Move a magnet on the capacity matrix to indicate your experience with 4th grade science

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Fourth Grade Science Training

NC Essential Standards for Science

Glad you’re here!• Thank you

• Code of Cooperation

• Housekeeping

• Agenda and Resources

• Capacity Matrix review

Road Signs

• How does your road sign relate to science education or education in general?

• Be creative!

Today’s Training

• Introduction - Structure of 4th Grade Science

- Explore Teacher Guides

- 5E Learning Cycle

- NCES Domains

• Unifying Themes in 4th Grade Science

• Wrap Up

Structure of 4th Grade Science

• Guided Inquiry; Teacher facilitates, students construct

• Big Idea: Analyzing Systems & Earth History

• Prior knowledge from K-3 is utilized

• Assessment

STC and FOSSSTC

• Animal Studies

FOSS

• Magnetism & Electricity

• Earth Materials

• Landforms

Take just a few moments to explore and compare the structure of the manuals with your table group

Venn Diagram

STC FOSS

The Cycle of Learning

Engage

Explore

Explain

Expand EvaluateEvaluate

Learning Cycle Component Notebook Entries

Engage• Focus Question • Prediction

• Record class question• I think/predict ___ because…”

Explore• Plan• Observation & Data

• Record materials and procedures• Record observations and data

Explain (Making Meaning)• Share data, group analysis• Claims & Evidence• Vocabulary & Content • Conclusion

• “I claim ___ because …”• Record or paste in notebook• “I learned …”

Expand• Apply• Next Steps or New Questions

• “If ___ then ___”• “I wonder …” or “What about…?”

Evaluate • Formative assessment, quick write, exit ticket, teacher review of entries

Physical Science DomainGrade Level

Force andMotion

Matter: Properties & Change

Energy: Conservation &

Transfer

Interactions of Energy & Matter

K Animals 2x2**Relative position

Investigating Properties

x x

1 Balance & Motion Comparing & Measuring

x x

2 Sound Air & Weather; Solids & Liquids

x x

3 Human Body andObjects in the Sky

Changes and Soils Changes and Objects in the Sky

x

4 Magnetism & Electricity

Magnetism & Electricity and Earth

Materials

Magnetism & Electricity

x

5 Motion & Design Motion & Design, Inv. Weather

Inv. Weather and Ecosystems

x

Life Science DomainGradeLevel

Structure and Functions

Ecosystems Evolution & Genetics

Molecular Biology

K Animals 2 x 2 x x x

1 x Organisms x Organisms

2 Life cycle of Butterflies

x Life cycle of Butterflies

x

3 Human Body Plant Growth & Development

x x

4 x Animal Studies x Animal Studies

5 Human Body Systems

Ecosystems Human Body Systems

x

Earth Science DomainGradeLevel

Earth in the Universe Earth Systems, Structures & Processes

Earth History

K x Weather x

1 x Pebbles, Sand & Silt x

2 Air & Weather**Moon Observations

Air & Weather x

3 Objects in the Sky Objects in the Sky andSoils

x

4 x x Earth Materials andLandforms

5 x Inv. Weather x

Today’s Training

• Introduction

• Unifying Themes in 4th Grade Science - FOSS Landforms

- FOSS Earth Materials

- FOSS Magnetism & Electricity

- STC Animal Studies

• Wrap Up

Landforms

Misconception Probe

• Beach Sand

Student Misconceptions

• Students have difficulty comprehending the length of time it takes for mountains to erode. (scale)

• Many think the Earth today is the same as it has always been and that changes to the Earth (such as the formation of a beach) were sudden and comprehensive.

Ault

Freyberg

Vertical Alignment

• In Kindergarten, students observe and describe various objects based on their properties and how they are used.

• In 1st, students observe and describe the physical properties of Earth materials that make them useful in different ways.

• In 2nd, students conduct investigations to build an understanding of the properties of air (a mixture of gases).

Vertical Alignment

• In 3rd, students observe properties of soils including color, texture, and the capacity to retain water.

• In 4th, students conduct investigations to build an understanding of the processes that change the surface of the Earth slowly and rapidly.

Essential Question for the Unit

• How do interactions between forces cause changes in landforms over time?

NC Essential Standards

4.E.2 Understand the use of fossils and changes in the surface of the Earth as evidence of the history of the Earth and its changing life forms.

4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction.

Clarifying Objectives

4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms.

4.E.2.2 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.


4.E.2.3 Give examples of how the surface of the Earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes.

4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire).

Processes that Shape the Earth’s Surface

Slow Processes Rapid Processes

Weathering * Flood

Erosion Landslides

Glaciers* Volcanic Eruptions*

Wind* Earthquakes*

*Supplemental Lessons in CMAPP

Stream Tables

Erosion

•Flat•Standard Water Source•Food Coloring

Flood

•Flat•Flood Water Source

Slope (Landslide)

•Wooden angle (slope)•Standard Water Source

Deposition

•Flat•Standard Water Source

Glaciers

• Plucking

• Hitch-hikers

• Abrasion

Fossils

• Infer ideas about Earth’s early environments

Unit Resources• Misconception Probe

• FOSS Landforms Teacher Guide

• FOSS Science Stories

• Supplemental Lessons on CMAPP

• Elementary Science Wiki - Concept Storyline

- Unpacked Content

• FOSS web - Teacher Prep Videos

- Online nonfiction readers

Plan Ahead!

• Prep sand and powdered clay mixture for stream tables.

• Stream table stackable storage.

• Gather or request additional supplies for supplemental lessons.

• Cover desks/tables with newspaper.

• Take investigations outdoors when possible.

Quick Write

• What resonated with you?

• What are your next steps?

• What big ideas did you take away?

• How will this new knowledge or experience assist you in the classroom?

Today’s Training

• Introduction





• Wrap Up

Earth Materials

Kit Inventory

• What color is it?

• Where have you seen it before OR what does it remind you of?

• How do you think we will use it in science?

Misconception Probe

• Is It a Rock?


• Specimens were only rocks if they were large, heavy, and jagged. Smaller fragments were described as stones.

• Children believed that rocks are made of only one material, but they applied the word intuitively to mineral samples as well.

• Children classified rock specimens as crystal rocks when they were attractive in appearance.

Making Sense of Secondary ScienceDriver, Squires, Rushworth, and Wood-Robinson

Vertical Alignment

• In Kindergarten, students observe and describe various objects based on their properties and how they are used.

• In 1st, students observe and describe the physical properties of Earth materials that make them useful in different ways.

• In 2nd, students conduct investigations to build an understanding of the properties of air (a mixture of gases).

Vertical Alignment

In 3rd, students observe properties of soils including color, texture, and the capacity to retain water.

In 4th, students conduct investigations to build an understanding of physical properties of minerals such as hardness, color, luster, cleavage, and streak. They also classify rocks as metamorphic, sedimentary, or igneous.


• In what ways can we observe, test, and identify the properties of rocks and minerals?



4.E.2 Understand the use of fossils and changes in the surface of the Earth as evidence of the history of Earth and its changing life forms.


4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire).

4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage, and streak.


4.P.2.3 Classify rocks as metamorphic, sedimentary or igneous based on their composition, how they are formed and the processes that create them.

4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms.

4.E.2.2 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.

Investigating Mock Rocks

Introduce Geologist.

Engage

geo-geo- -ologist-ologist

geologistgeologist


Focus Question

What are the properties a geologist might use to describe rocks?

Engage


Prediction

“ I think/predict…because…”

Engage


• Introduce mock rocks.

• Challenge is to describe rock in detail.

• Introduce tools & procedures.

• Introduce diameter, circumference, and depth.

Explore


• Students make surface observations – sketch or trace mock rock.

• Students make measurements and record data.

Explore


• Review properties of mock rocks.

• Invite students to share their observations.

• Pairs can trade data and try to match data with mock rocks on display.

Explain


Facilitate discussion:

• What are some tools scientists [geologists] use to study rocks?

• What information does each tool provide?

• What kind of information is important to include in notes?

• How is a mock rock like/different from a real rock?

Explain


Conclusion

“Today, I learned…”

Explain


Application

“If…then…”

New Questions

“I wonder…”

“What about…?”

Expand


• Did students use tools correctly?

• Accurate observations recorded?

• Use of vocabulary in notebook entry?

• Did students add details to their notes for clarity?

• Monitor student responses during making meaning.

Evaluate

Taking Rocks Apart

• Use nail as a geologist’s pick.

• Break rock in half and share with a teammate.

• Separate and sort ingredients.

Think about…

Rock vs. Mineral

Testing for HardnessMohs’ Scale

1 Talc (softest)

2 Gypsum

3 Calcite

4 Fluorite

5 Apatite

6 Orthoclase

7 Quartz

8 Topaz

9 Corundum

10 Diamond (hardest)

fingernail

penny

paperclip

*A fingernail can be scratched by the penny and the paperclip; the paperclip cannot be scratched by either tool.

Collecting & Analyzing Data

Mineral Tool

How many tools could scratch this

mineral?

Paperclip Penny Fingernail

1. Calcite YES YES NO 2

2. Quartz NO NO NO 0

3. Gypsum YES YES YES 3

4. Fluorite YES NO NO 1

Claim Evidence

Quartz is the hardest mineral sample in this set.

None of the tools could scratch the quartz sample.

Gypsum is the softest mineral sample in this set.

All of the tools could scratch the gypsum sample.


• FOSS Earth Materials Teacher Guide



- Unpacked Content



Plan Ahead!

• Mock Rocks need to be made 1 week before the investigation.

• Check condition of rock and mineral samples.

• How old is the vinegar?

• Is the reference tray in order?

• Stackable material trays

Quick Write





Today’s Training

• Introduction





• Wrap Up

Magnetism & Electricity

Misconception Probe

• Batteries, Bulbs, and Wire

• Magnets in Water

Batteries, Bulbs, and Wires

• Kirsten has a battery and small bulbs. She wonders how many strips of wire she will need to connect the battery and the bulb so that the bulb will light.

Magnets in Water

• Four friends were wondering if a magnet could pick up steel paper clips in water.


• Many K-8 students are not aware of the bipolarity of batteries and light bulbs.

• Some students will regard one wire as “active” and the second wire as a “safety wire.”

• Research has shown that students are inclined to link gravity with magnetism.

Vertical Alignment

• In Kindergarten, students observe and describe the relative position of organisms and give examples of different ways organisms move.

• In 1st, students conduct investigations to build an understanding of balanced forces, pushes, and pulls.

• In 2nd, students investigate and describe how moving air interacts with objects. They also conduct investigations to build an understanding of the relationship between sound and vibrating objects.

Vertical Alignment

• In 3rd, students conduct investigations to build an understanding of forces that affect motion and the effects of gravity on any object on or near the Earth.

• In 4th, students make observations to build an understanding of magnetic force and motion produced by electrically charged objects.

• In 5th, students conduct investigations to build an understanding of factors such as gravity, friction, and a change in mass affect the motion of objects.


• How do magnetism and electricity work and how can they work together?


4.P.1 Explain how various forces affect the motion of an object.


4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.


4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them.

4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.


4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire.

4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.

Breaking the Force

# of spacers # of washers

0

1

2

# of spacers

3

4

5

SKIP!

Schematic Drawing of a Complete Circuit

Symbol for D-Cell (source)

Symbol for Light bulb (receiver)

Data Collection

CONTROL CIRCUIT

1 D-cell battery

1 Light bulb 2 wires SCORE

TESTONE

1 D-cell battery 2 light bulbs 3 wires

TESTTWO

2 D-cell batteries

2 light bulbs 4 wires

TEST THREE

2 D-cell batteries

1 light bulb 3 wires 3: Brighter than the control

2: Same as the control

1: Less than the control

0: No light


• FOSS Magnetism & Electricity Teacher Guide

• Lessons on CMAPP


- Unpacked Content



Plan Ahead!

• Check batteries!

• Do additional wires need to be cut and stripped?

• How are the bulbs?

• Battery storage and disposal

Quick Write





Today’s Training

• Introduction





• Wrap Up

Animal Studies

Misconception Probe

• What will happen to the divos?

• What will your students’ answers tell you about their preconceptions and understanding?


• Only 4 out of 39 15 year old students categorized pictures of animals and non-animals as a biologist would.

• Students tended to believe that only large animals are consumers.

• Students aged 7 to 11 accept wild organisms as animals although some think these are fed and cared for by people.

Making Sense of Secondary ScienceDriver, Squires, Rushworth, and Wood-Robinson

Vertical Alignment

• In Kindergarten, students make observations to build an understanding of similarities and differences among animals.

• In 1st grade, students build aquaria and terraria to build an understanding of the needs of plants and animals.

• In 2nd grade, students observe the life cycle of butterflies.

Vertical Alignment

• In 3rd grade, students conduct investigations to build an understanding of plant life cycles and adaptations.

• In 4th grade, students make observations of animals to build an understanding of animal behavior and adaptations.

• In 5th grade, students conduct investigations to build an understanding of the interdependence of plants and animals.


• How do animals change and adapt in order to survive within their habitats?


4.L.1 Understand the effects of environmental changes, adaptations, and behaviors that enable animals to survive in changing habitats.

4.L.2 Understand food and the benefits of vitamins, minerals, and exercise.

Clarifying Objectives4.L.1.1 Give examples of changes in an organism’s environment

that are beneficial to it and some that are harmful.

4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment.

4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats.


4.L.2.1 Classify substances as food or non-food items based on their ability to provide energy and materials for survival, growth, and repair of the body.

4.L.2.2 Explain the role of vitamins, minerals, and exercise in maintaining a healthy body.

In each lesson, students will…

• Predict needs and behaviors of each animal

• Build a habitat for each animal• Observe and record data on each animal• Care for each animal by meeting their

needs daily

Data Collection

Characteristic Observation

Size

Color

Shape

Body covering

Body structure

Movement

Animal care• Stagger arrival of organisms

• Be prepared to care for organisms until placement in the habitat

• Treat water

• Space issues? Complete the section on each animal and dismantle habitats.

• Avoid keeping habitats in direct sunlight or near a window if it is cold

• Nonrelease of organisms

When the Frogs Arrive

Before: Treated/spring water in holding pails

On arrival: 1.Open top of bag to get water to room temp. 2. Pour frogs in shipping water into an empty pail 3. Scoop, replace, repeat in 15 min. intervals 4. Transfer frogs with dipping net…careful, they jump! 5. Store safely away from heat and light.

Frog Troubleshooting• Use spring water instead of treated water for the

freshest water possible

• Frogs are temperature sensitive!

• Scoop, dump, and replace 1 cup of water everyday

• Feeding: Less is more; feed only the amount frogs can eat in 2-3 minutes, then scoop and dump any leftovers

• If it stinks, start over!

When the Crabs Arrive

Before: 1.Holding pail with treated/spring water and Instant Ocean; allow to come to room temp. 2. Add sloped sand to an empty pail; add treated water by cupful until 1.5 cm deep. 3. Repeat with a second holding pail and check water in a few hours; add more if needed.On arrival:

1. Open bags and pour out water; carefully pour each bag of crabs into a pail. 2. Feed the crabs. 3. Safely store crabs away from heat and light; do not store for more than 2 days.

Crab Troubleshooting

• Crabs are delicate- do not let students handle them

• Males will compete if placed together• Food: “Less is more”- only feed as much as

crabs can eat in 5 min. and then remove• Crabs will bury food; watch for this• Replace some water every day• Crabs are temperature and humidity sensitive-

do not place near air units• Mantra: If it stinks, start over!

When the Millipedes Arrive

Before: 1. Punch air holes in holding pail 2. Add soil and leaf litter

On Arrival: 1. Scoop millipedes into pail from shipping container 2. Mist the container with water from spray bottles 3. Feed millipedes if they are to be left for more than a day 4. Store safely away from heat and light

Millipede Troubleshooting• Millipedes have no reason to leave their

habitat as long as their needs are being met• Moisture levels are important; think damp

forest floor; too wet or too dry = escaping critters!

• Mushrooms are a favorite food but millipedes can live on leaf litter and rotten logs exclusively

• Millipedes generally arrive hungry; feed them soon after arrival

Technical Drawing

Making Meaning

• Beware anthropomorphizing!

Example: The little crab runs from the big crab because he’s scared; the big crab is a bully

• Make sure that students are not inferring causality but simply stating facts

Example: The frogs keep banging against the side of the tank because they want to get out


• STC Animal Studies Teacher Guide



- Unpacked Content

• Premium Content - www.carolinacurriculum.com

- Log in with: [email protected]

- Password: wakecounty

Quick Write





Today’s Training

• Introduction

• Unifying Themes in 5th Grade Science

• Wrap Up - Questions

- Reflection

- Leave Forms!

Please be in touch!

Walter Harris

Elementary Science CT

[email protected]

welcome! after you are comfortable… make a name tag move a magnet on the capacity matrix to...

Documents

ecosystems x slide

th grade science slide

properties x x

weatherx slide

assessment slide

soils x

organisms x

life cycle of butterflies