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Alexander County Schools 2012-2013
Unit: Matter, Properties and Change Unit (4.P.2.1) Grade 4
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 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).
Transfer: Students will be able to independently use their learning to… Understand that matter is neither created nor destroyed, but its properties can be physically changed.
Meaning
Understandings: Students will understand that…
4.P.2.1
Students know that samples of matter have many observable properties that can be measured. Students know that samples of matter can be described according to the characteristics of the materials they are made from. Students are familiar with, and can test for the following properties: strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water (dissolve) and heat/fire (melt, evaporate).
Essential Question(s):
What is matter? How do we describe matter? How can matter be changed?
Acquisition
Students will know:
Students will explain matter, states of matter, and physical properties.
Students will be skilled at:
Students will be skilled at identifying and comparing the physical properties of different samples of matter.
Essential Vocabulary:
evaporate, dissolve, hardness, strength, flexibility, reactions, properties, conductors,
IT Standards: 4.TT.1 Use technology tools to present data and information.
IT Strategies: Create a graph or chart comparing the physical properties of a set of objects.
Unit Title: Matter, Properties and Change Grade: 4th
Subject: Science
STAGE 2
Understandings:
4.P.2.1
Students know that samples
of matter have many
observable properties that
can be measured. Students
know that samples of matter
can be described according
to the characteristics of the
materials they are made
from. Students are familiar
with, and can test for the
following properties:
strength, hardness, flexibility,
ability to conduct heat,
ability to conduct electricity,
ability to be attracted by
magnets, reactions to water
(dissolve) and heat/fire
(melt, evaporate).
Essential Questions:
What it matter?
How do we describe matter?
How can matter be changed?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Define and list properties of
matter.
Classify objects by their
properties.
Measure properties of matter
using tools. (eg. rulers, balances
thermometers)
Examine a set of objects based on
their properties using a table.
(checklist) Compare and contrast
your results with a peer.
Summative Assessment
Give the students the following
scenario:
Pretend you are a building
contractor and your job is to
build a new house for your
teacher. The first key to
building a good house is to
have a strong, stable
foundation so that the house
will endure over time. Your job
is to examine a given set of
objects and analyze their
properties to determine which
material will provide the
strongest foundation for your
teacher’s house. Using the
provided building plan, name
the material you chose and
justify your reason for choosing
your material.
*Building plan form should include
test results of all materials, name
of the material you chose and your
justification, and a diagram of the
foundation.
Examples of materials: piece of cardboard, piece of wood, cotton balls, concrete, rock, clay
STAGE 3
Approximate number of days spent on unit: 4½ weeks
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Science A-Z : Solids, Liquids, and Gases including vocabulary cards, quiz, diagrams, graphic organizers, and games
Brain Pop : Matter Changing States, States of Matter, Property Changes
Discovery Education Video: The Properties and States of Matter
States of Matter Unit: http://webs.morton709.org/elementary/4th/science/web-based-projects/States%20of%20Matter%20Unit.pdf
I Have Who Has? By Creative Teaching Press
(Matter and It’s Changing States) (WES, Amy Fox)
Suzanne Rhinehart – speaker on recycling matter (County Agr. Ext.)
Science (4th
grade textbook) by McGraw Hill (pp. 225-260) ( books at EES )
Investigations in Science – Matter (Creative Teaching Press, CTP 2805)
Other Resources on Google Drive
Strategies:
Explore the properties of matter by identifying a mystery substance
Test a list of “utterly useless” objects based on properties of matter (ie. Wooden
tires, glass baseball bat) McGraw Hill Science Book p. 230. Create a list of “utterly
useless” objects of your own.
Investigate different states of matter. (McGraw Hill p. 230)
Create a recycled sheet of paper. (students take shredded paper, wet it and put
on screen to dry. Talk with students about how the paper changed (now it’s
thicker, more like construction paper. It went from pieces to a whole; change in
property. )
Invent a recycled product and present their product to their class.
Alexander County Schools 2012-2013
Unit: Rocks & Minerals Unit (4.P.2.2, 4.P.2.3 & 4.E.2.3) Grade 4
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 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.2.3 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.
Transfer: Students will be able to independently use their learning to…
Identify minerals by their physical properties. They will be able to distinguish the properties of minerals in order to understand the proper application of minerals in things like fertilize, asphalt, gravel, sandpaper, etc. For example, you wouldn’t want to use talc for sandpaper.
Describe the differences between minerals and rocks. They will classify rocks based on how they were formed, their composition, and the processes that create them.
Understand that changes to the Earth’s surface have major impact on our environment and that new ideas and technology help us compensate for those changes.
Meaning
Understandings: Students will understand that…
4.P.2.2
Students know that minerals can be identified by using particular tests. Students know how to perform tests for hardness and streak. Students are able to describe the color, luster, and cleavage of a mineral. 4.P.2.3 Students will be able to independently use their learning to understand that changes to the Earth’s surface have major impact on our environment and that new ideas and technology help us compensate for those changes.
4.E.2.3
Students know that the surface of the earth changes over time. Students know that there are many factors that contribute to these changes. Students know that such changes may be slow or rapid, subtle or drastic. Erosion and weathering are processes that change the Earth. Wind, water (including ice), and chemicals break down rock and can carry soil from one place to another. Under the right conditions, gravity can cause large
Essential Question(s):
Why does industry need to classify minerals?
Why is it important to understand physical properties of minerals?
How do we classify materials to make sense of what we observe?
Why do we use different kinds of rocks for different building materials? (Some are stronger than others, some polish better than others, are good load bearers, some are easier to cut and/or shape, etc.)
Why does the Earth’s surface change?
How do changes of the surface of the Earth affect humanity?
How is the Earth constantly changing?
sections of soil and rock to move suddenly down an incline. This is known as a landslide. Volcanic eruptions occur when heat and pressure of melted rock and gases under the ground cause the crust of the earth to crack and release these materials. Solid rock can deform or break if it is subject to sufficient pressure. The vibration produced by this is called an earthquake.
Acquisition
Students will know:
Minerals have different physical properties.
How rocks are formed and how they are classified.
And understand the different forces that reshape Earth’s surface.
Students will be skilled at:
Testing various minerals to determine their properties.
Sorting rocks into the three categories by the processes that created them.
Identifying processes and forces that change the Earth’s surface.
Essential Vocabulary:
properties, hardness, color, luster, cleavage, streak, mineral, metamorphic, igneous, sedimentary, rocks, minerals, particles, pressure, layers, weathering, compacted, erosion, lava, molten, erosion, weathering, landslides, eruption, volcano, tsunami, subtle, drastic, vibration, pressure, earthquake, plate tectonics, incline,
IT Standards: 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities
IT Strategies: Choose a mineral and create a page of a class mineral book or create a power point. You should research the characteristics and uses of your mineral. Using Microsoft publisher, create a tri-fold brochure describing the three types of rocks and how they were formed. Students will research a recent natural disaster related to a change in the Earth’s surface and how it affected the people, their economy, and their environment.
Unit Title: Rocks and Minerals Grade: 4th
Subject: Science
STAGE 2
Understandings:
Students know that . . .
Minerals can be identified by
using particular tests.
How to perform tests for
hardness and streak.
Students are able to describe
the color, luster, and cleavage
of a mineral.
Independently use their
learning to understand that
changes to the Earth’s
surface have major impact on
our environment and that new
ideas and technology help us
compensate for those
changes.
Surface of the earth changes
over time.
There are many factors that
contribute to these changes.
Changes may be slow or
rapid, subtle or drastic.
Erosion and weathering are
processes that change the
Earth. Wind, water (including
ice), and chemicals break
down rock and can carry soil
from one place to another.
Under the right conditions,
gravity can cause large
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Observe and record several
types of physical properties
(hardness, color, luster, cleavage
and streak) of rocks and
minerals. Choose a mineral or
rock and add a class page to a
book about minerals or rocks.
Classify rocks as metamorphic,
sedimentary or igneous based
on their composition.
Create a tri-fold brochure to
describe the three types of rocks
and how they were formed.
Create a representation of the
rock cycle. (i.e., poster, mobile,
brochure, glogster)
Summative Assessment
Students will research a natural
disaster related to a change in the
earth’s surface and how it affected
the people, their economy and
their environment. Create a
presentation using Animoto, video,
Photostory, or Prezi.
Create a bingo game about the
rock cycle, physical properties of
rocks and minerals and types of
rocks. Students will come up with
answers and clues for the game.
(Google “authentic assessments for
rocks and minerals”)
sections of soil and rock to
move suddenly down an
incline. This is known as a
landslide. Volcanic eruptions
occur when heat and
pressure of melted rock and
gases under the ground
cause the crust of the earth to
crack and release these
materials. Solid rock can
deform or break if it is subject
to sufficient pressure. The
vibration produced by this is
called an earthquake.
Essential Questions:
Why does industry need to
classify minerals?
Why is it important to
understand physical
properties of minerals?
How do we classify materials to
make sense of what we
observe?
Why do we use different kinds
of rocks for different building
materials? (Some are
stronger than others, some
polish better than others, are
good load bearers, some are
easier to cut and/or shape,
etc.)
Why does the Earth’s surface
change?
How do changes of the surface of the Earth affect humanity?
Approximate number of days spent on unit: 4½ weeks
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
McGraw Hill Science 4th grade (pp. 82-95) (EES Stewart Akers)
Rocks and Minerals by Neil Morris (HES, Tammy Marlowe)
Brain Pop Videos: Types of Rocks, Weathering, Mineral Identification, Rock Cycle, Erosion, Rocks and Minerals
Rocks and Minerals WebQuest by Tracy Chapman (coming soon to netstorage?)
Rocks and Minerals Flip Charts on netstrorage
Discovery Education Videos (requires school membership) Rockfinders
Interactive Rock Cycle: www.rockhoundkids.com
I Have Who Has? The Changing Earth: Rocks, Minerals and Soil; By Creative Teaching Press pp. 48-53 (CTP 2182)
Time for Readers (Hidden Hiddenite) (came with old Harcourt social studies adoption)
NCDPI – Curriculum Unit on Rocks http://www.ncpublicschools.org/curriculum/science/units/elementary/
Strategies:
Sediment Layer Lab (p.89 in McGraw Hill Science book)
Crayon Rock Lab (Tara Geiger, TES) Demonstrates 3 types of rocks.
Identify given minerals using a mineral table. (McGraw Hill, p. 86)
Drip Table Lab (EES, Stewart Akers)
Show videos or real life clips of natural disasters and compare types of damage. Discuss how the surface of the earth has changed and what impact it has on humanity. Example: pull up on computer a volcano, tornado, hurricane, etc. and compare.
Use music: Rock Cycle Song (look on Google drive for lyrics)
Edible Rock Recipes: http://www.oklahomahomeschool.com/edibleR.html
Hiddenite Gem Mine – field trip
Science A-Z: Minerals, Rocks, and Soil; has teacher guide, vocabulary
cards, quiz and unit guide.
Promethean Planet: Rocks and Minerals by Kate Benzie
More on Google Drive.
Alexander County Schools 2012-2013
Unit: Fossils 4.E.2.1 and 4.E.2.2
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 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.
Transfer: Students will be able to independently use their learning to… understand and explain how fossils can be used to compare organisms from long ago to those existing today. They will understand that many of the organisms we see today are a variation of organisms from long ago. Students will be able to independently use their learning to understand and explain how fossils can be used to make inferences about past life, climate, geology and environments.
Meaning
Understandings: Students will understand that…
4.E.2.1
Students know that fossils are evidence of living organisms that once existed on Earth. Students know that fossils share some characteristics based on where, how, and from what they formed. Students know that some organisms that lived long ago are similar to existing organisms, but some are quite different. Students know that organisms that are alive today, will, under the right conditions, leave fossil evidence. 4.E.2.2
Students know that fossils provide information about the environmental conditions that existed when the fossil organism was alive, as well as information about where, when and how, the organism lived.
Essential Question(s):
Why do scientists study fossils? What do fossils tell us about early organisms? How are the characteristics of organisms today similar to or different from organisms long ago? Why do scientists study plant and animal fossils? What do artifacts tell us about Earth’s early environments? How do environmental changes affect living organisms?
Acquisition
Students will know: fossils share characteristics based on where, how and from what they are formed. Students will know how fossils are formed.
Students will be skilled at:
Students will be skilled at investigating how fossils compare to existing organisms today. Students will be skilled at describing what a fossil is and how it is formed.
Essential Vocabulary:
fossils, organisms, conditions, molds, casts, preserved, artifacts, environment, organisms, amber, tar pits, sedimentary
IT Standards: 4.SI.1 Apply criteria to determine appropriate information, resources or specific topics and purposes.
IT Strategies: Research comparisons and contrasts of fossils and prepare a power point of their relationship to present day organisms. Research where fossils are found and information on two scientific explanations on the extinction of dinosaurs.
Unit Title: Fossils Grade: 4 Subject: Science
STAGE 2
Understandings:
4.E.2.1
Students know that fossils are
evidence of living organisms that
once existed on Earth. Students
know that fossils share some
characteristics based on where,
how, and from what they formed.
Students know that some
organisms that lived long ago are
similar to existing organisms, but
some are quite different. Students
know that organisms that are alive
today, will, under the right
conditions, leave fossil evidence.
4.E.2.2
Students know that fossils provide
information about the
environmental conditions that
existed when the fossil organism
was alive, as well as information
about where, when and how, the
organism lived.
Essential Questions:
Why do scientists study fossils?
What do fossils tell us about early
organisms?
How are the characteristics of
organisms today similar to or
different from organisms long ago?
Why do scientists study plant and
animal fossils?
What do artifacts tell us about
Earth’s early environments? How
do environmental changes affect
living organisms?
Revised Blooms
Creating:
Can the student
create new product
or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Interpret a set of tracks and determine
what animal it came from and describe
some characteristics about where and how
it lived.
Compare fossils to animals.
Make inferences about the basic
environments represented by fossils
found in earth materials (e.g., fossils of
fish skeletons represent an aquatic
environment)
Match fossils to the animal that it would
look like. (Now and Then comparison)
Watch a fossil video and write down two
facts on color cards to share with a
partner or small group.
Summative Assessment
Human Footprint Investigation
http://www.cyberbee.com/whodunnit/foot.html Dinosaur Fossil Comparison Lab ..\Fossil Lab (Mcgraw Hill).pdf
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
4th Grade McGraw Hill Science book (EES, Stewart Akers) pp.
94-107
Brain Pop : Fossils, Carbon Dating
www.prometheanplanet.com : Fossil Hunt, Fossils by Kate
Benzie, Minerals, Rocks and Fossils
http://www.fossilsforkids.com/Website_Directory.html
www.discoveryeducation.com requires school membership;
(lots of fossil videos)
Other resources on Google Drive
Strategies:
Examine fossils/representations of fossils and make comparisons between
organisms that lived long ago and organisms of today (e.g., compare a fern to a
fossil of a fern-like plant)
Make representations of fossils using various objects (e.g., leaf, twig, shell, bone,
feather) pressed into clay that hardens. After students discover what is hidden in
the hardened clay, draw conclusions about the organisms and the environments.
Play Doh Fossils: Use a variety of objects and make imprints (fossils) in play doh.
Students try to guess objects. Discuss how harder objects made better fossils than
soft objects. Discuss how familiar object were easier to identify than unfamiliar
ones.
Observe tracks of animals. Make inferences about that animal and its habitat (e.g.,
webbed feet tracks indicate an aquatic environment). Discuss how scientists use
fossilized tracks to make inferences about prehistoric animals and their
environments.
Alexander County Schools 2012-2013
Unit: Survival and Adaptation Unit ( 4.L.1.1., 4.L.1.2, 4.L.1.4, 4.L.2.1) Grade 4
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 4.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.
Transfer: Students will be able to independently use their learning to… describe how natural or manmade changes to the environment affect the survival of organisms. Students will be able to independently use their learning to realize that animals process information causing them to change their behavior which in turn ensures their survival. Students will be able to independently use their learning to understand that in a given number of the same organisms, some are naturally stronger or perhaps weaker. Students will be able to independently use their learning to realize they need make healthy food choices for proper energy, growth and repair of their bodies
Meaning
Understandings: Students will understand that…
4.L.1.1
Students know that for any particular environment, some kinds of plants and animals survive well, some survive less well and some do not survive at all. When the insect population grows in an area that is frequented by insect eating birds, this is advantageous for the birds. Conversely, if the insect populations are decreased by disease in a similar scenario, the population of birds would be stressed and likely, reduced. 4.L.1.2 Students know that animals collect information about the environment
using their senses. Animals also exhibit instinctive (inborn) behaviors that
help them to survive. Students know that in animals, the brain processes
information, and signals the performance of behaviors that help the
organism survive.
4.L.1.4
Students know that there is variation among individuals of one kind within a population. Students know that sometimes this variation results in
Essential Question(s):
How do changing environments affect organisms? How can change in one part of an ecosystem affect change in other parts of the ecosystem? Why is it necessary for organisms to collect environmental information to ensure their survival? Why do some plants and animals of the same kind in the same location seem to grow and thrive while others do not? Why do organisms eat or feed on different kinds of food?
individuals having an advantage in surviving and reproducing. Survival advantage is not something that is acquired by an organism through choice; rather it is the result of characteristics that the organism already possesses. 4.L.2.1 Students know that living things derive their energy from food. Plants produce their own food, while other organisms must consume plants or other organisms in order to meet their food (energy) needs.
Acquisition
Students will know:
Students will know how organisms and their environment are connected. Students will know that animals get information about the environment using their senses and that animals use environmental information to survive. Students will know that animals within a population are not all the same. Some will survive and reproduce more easily than others based on the characteristics that they possess. Students will know that living organisms get their energy from food. Some organisms produce their own food while others must consume plants or other organisms.
Students will be skilled at: identifying changes in environments of living organisms. Students will be skilled at explaining how animals change their behavior based on environmental conditions in order to survive. Students will be skilled at understanding that some organisms have an advantage in survival and reproduction. Students will be skilled at classifying substances as food or non-food.
Essential Vocabulary: environment, population, disease, organism, prey, predator, producer, consumer, decomposer, food chain, food web, habitats, ecosystem, environment, senses, survive, organisms, performance, : differences, advantage, population, reproduce, habitats, survival, thrive, characteristics, acquire, energy, food, non-food, survival, repair, consume, organisms
IT Standards: 4. RP.1 Apply a research process as part of collaborative research. 4S1.1 Apply criteria to determine appropriate information resources for specific topics and purposes. 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
IT Strategies: Research a recent environmental change and how it affected the survival of a living organism. Create a “flow chart” poster related to your research. Research a particular animal to discover how it’s instincts and behaviors that help it survive. Research 3 animals and explain any natural adaptation to their environment that will enable them a greater survival rate among its population. (ie, a white deer has a greater survival rate than a brown deer in Alaska during winter)
Unit Title: Survival and Adaptation Grade: 4 Subject: Science
STAGE 2
Understandings:
4.L.1.1 Students know that for any particular environment, some kinds of plants and animals survive well, some survive less well and some do not survive at all. When the insect population grows in an area that is frequented by insect eating birds, this is advantageous for the birds. Conversely, if the insect populations are decreased by disease in a similar scenario, the population of birds would be stressed and likely, reduced. 4.L.1.2 Students know that animals collect information about the environment using their senses. Animals also exhibit instinctive (inborn) behaviors that help them to survive. Students know that in animals, the brain processes information, and signals the performance of behaviors that help the organism survive.
4.L.1.4 Students know that there is variation among individuals of one kind within a population. Students know that sometimes this variation results in individuals having an advantage in surviving and reproducing. Survival advantage is not something that is acquired by an organism through choice; rather it is the result of characteristics that the organism already possesses.
4.L.2.1 Students know that living things derive their energy from food. Plants produce their own food, while other organisms must consume plants or other organisms in order to meet their food (energy) needs.
Essential Questions:
How do changing environments affect organisms?
How can change in one part of an ecosystem affect change in other parts of the ecosystem?
Why is it necessary for organisms to collect environmental information to ensure their survival?
Why do some plants and animals of the same kind in the same location seem to grow and thrive while others do not?
Why do organisms eat or feed on different kinds of food?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report, select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Have students choose the
name of an animal out of a
cup and the name of an
environment out of a cup.
Students will write a
paragraph about how this
animal will survive in the
selected environment.
Students will draw a picture of
their animal in the selected
environment then share their
ideas within a small group.
Summative Assessment
Each student will create an
imaginary animal with parts
of known animals.
(Example: head of an
elephant, body of a flamingo,
and feet of a dog.) Student
will name the animal and
create a diorama. Each
diorama will contain a
representation of the animal
and its’ environment.
Students will submit a written
piece including:
How it survives
What it uses for
shelter
What it eats
How it protects itself
Approximate number of days spent on unit: 4 ½ weeks
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Brain Pop Videos: Camouflage, Hibernation, Food Chains, Ecosystems Brain Pop Junior: Camouflage, Hibernation, Food Chain Predator/Prey Game (EES, Stewart Akers, Shelly Moretz, WES) www.discoveryeducation.com : school membership required.(videos) Science A-Z: Adaptations, Foodchains; both books with teacher guide, vocabulary cards, quiz, diagrams, games Alexander County Extension Office Alexander Soil and Water – Leslie Meadows 2008 DPI Science Lesson Plans from DPI – contact Tara Geiger @ TES Animal Adaptation Game: http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm 4th Grade McGraw Hill Science, pp. 1-80 Unit on Animals Harcourt Science Book (4th ) – Unit A, chapter 1&2, Unit B, chapter 1&3
Strategies:
Jig Saw textbook information. (Assign groups of students parts of the information to be studied and then get back together in a large group and share out.) Students create a Flip book about 5 basic needs of an animal and how they survive. (oxygen, food, shelter, water, and right climate) Students will draw a picture and write a sentence about each need. Think about a natural disaster and how it might affect an animal’s survival and the food chain. Example: If a logging company comes in and cuts down a forest, how will that affect the animals that live there and the food chain. How will that affect humanity? 9 Square Choiceboard – on google drive Blog: Flipping for First Grade Polar Bear
Catawba Science Center Field Trip: Squid Science (adaptation of squid) Animals In Winter Survival Experiment: http://discoverandlearn.blogspot.com/2010/01/animals-in-winter.html Promethan Planet: Design a Species Other Resources and Plans on Google Drive On netstorage under flipcharts, science, you will find Pathfinder Magazine, In Living Color. This resource is great for animal adaptations. Look here for other magazines to use for science as well. There is a teacher folder with the teacher guide for each magazine. Contact Tracy Chapman or your Instructional Coach for help navigating this resource if needed.
Alexander County Schools 2012-2013
Unit: Earth in the Universe Unit (4.E.1.1, 4.E.1.2) Grade 4
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth.
Transfer: Students will be able to independently use their learning to independently use their learning to know what causes day and night. Students will understand that the moon phases occur in a predictable pattern and be able to recognize those phases as part of a monthly cycle.
Meaning
Understandings: Students will understand that…
.E.1.1
Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays from the sun while the other side is in darkness (day/night). This rotation occurs over a 24-hour period. Students know that the moon rotates and revolves around the Earth. The moon’s appearance (phase) is determined by its position relative to the Earth and the Sun. The appearance of the moon changes in a specific pattern and repeats this sequence over the course of approximately 28 days. During part of this cycle, the moon’s visible portion appears to grow larger (waxes). This is followed by a period during which the moon’s visible portion appears to reduce in size (wanes). Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter.
Essential Question(s):
What would happen to our environment if the Earth did not rotate? What are the effects of longer and shorter days on different cultures? Why does the moon appear to be different sizes? What affects does the moon have on the world around us?
Acquisition
Students will know:
Students will know that the earth rotates every 24 hours which causes day and night. Students will know the moon changes in a specific pattern over a period of time.
Students will be skilled at:
Students will be skilled at understanding how the rotation of the earth affects different time zones of the world. Students will be skilled at representing and explaining the phases of the moon using a model.
Essential Vocabulary: axis, rotate, time zone, prime meridian, waxing, waning, phases, rotation
IT Standards: 4.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes. 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activity.
IT Strategies: Research different countries and their time zones and how that affects their daily living, industry, and finances. Research the phases of the moon. Create a moon phase chart on the computer using a graphic organizer.
Unit Title: Earth in the Universe Grade: 4 Subject: Science
STAGE 2
Understandings:
.E.1.1
Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays from the sun while the other side is in darkness (day/night). This rotation occurs over a 24-hour period. Students know that the moon rotates and revolves around the Earth. The moon’s appearance (phase) is determined by its position relative to the Earth and the Sun. The appearance of the moon changes in a specific pattern and repeats this sequence over the course of approximately 28 days. During part of this cycle, the moon’s visible portion appears to grow larger (waxes). This is followed by a period during which the moon’s visible portion appears to reduce in size (wanes). Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter.
Essential Question(s): What would happen to our environment if the Earth did not rotate? What are the effects of longer and shorter days on different cultures? Why does the moon appear to be different sizes? What affects does the moon have on the
world around us?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Oreo Activity:
http://betterlesson.com/lesson/25
74/phases-of-the-oreo
Sorting Activity:
http://serc.carleton.edu/files/sp/m
nstep/activities/lunar_flipbook.pd
f
Summative Assessment
Create a student made
poster of the phases of the
moon in sequence from
new moon to new moon.
Write a commercial about
why an alien might choose
to live on the earth
explaining why we have
day and night and how that
is beneficial to us and our
survival. After they have
written their commercial
they will perform it while a
peer records it using a
flipcam or ipad. Students
will present commercials in
class.
STAGE 3
Approximate number of days spent on unit: 2 ½ weeks
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Science Support Pack from NCDPI wiki:
http://scnces.ncdpi.wikispaces.net/K-5+Science+Resources
Field trip to science center (moon phases) Earth, Moon,
and Stars @ Catawba Science Center
Moon phases:
http://www.woodlands-junior.kent.sch.uk/time/moon/shape.htm
http://lh5.ggpht.com/_EaPvirzhgh0/TbCFb3UlMgI/AAAAAAAADb
U/qSyb0M1eGRw/s1600-h/SpaceUnit0322.jpg
Oreo idea: http://4.bp.blogspot.com/-
xbbacP29QlM/TmklGlAusZI/AAAAAAAAITw/qdHESB-
gJPc/s200/128433850_1fTxpLo4_c.jpg
Lunar Animated Flipbook: google Utah Education Network and in the search bar type in moon phases flipbook
Strategies:
Using a lamp for sun and a stick with Styrofoam ball for moon and students will show and experience the phases of the moon. Create oreo representations of the phases of the moon. Create animated flipbooks of the lunar cycle.
YouTube Video on netstorage
www.discoveryeducation.com
Brain Pop
Lunar flipbook with sun:
http://www.classroomzoom.com/lessons/257/phases-of-the-moon-
flip-book
NCDPI Wiki Unit: Earth in the Universe:
http://scnces.ncdpi.wikispaces.net/K-5+Science+Resources
Free app: Solar Walk
www.sciencekids.com Games; Earth, Sun and Moon
Alexander County Schools 2012-2013
Unit: Energy: Conservation and Transfer Unit (4.P.3.1, 4.P.3.2) Grade 4
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 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. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.
Transfer: Students will be able to independently use their learning to… recognize the process of an electrical circuit and that electrical energy transfers to thermal energy which we use every day. Students will be able to independently use their learning to know how to identify the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing). They will understand that a mirror reflects images, some objects refract light and various materials absorb light.
Meaning
Understandings: Students will understand that…
4.P.3.1
Students will understand that light, heat, sound, electrical and energy of motion are
forms of energy. They need to know that electricity flowing through an electrical
circuit produces magnetic affects in the wires. They need to know that electrical
energy is transferred to objects which in turn create thermal energy.
4.P.3.2
Students know that light travels in a straight line. Students know that light can be
refracted, reflected, and/or absorbed.
Essential Question(s):
Why do we need energy transformations? How does energy transformations apply in today’s world? Why does light energy travel in a straight line and how do we know? Why does light bend? Why do people often choose not to wear black on a summer day? How is light energy beneficial?
Acquisition
Students will know:
4.P.3.1 Students will know that energy is produced in a closed circuit and that it is essential to our everyday life.
4.P.3.2 Students know that light travels in a straight line. Students know that light can be refracted, reflected, and/or absorbed.
Students will be skilled at:
Students will be skilled at identifying the basic forms of energy that cause motion or create change.
Essential Vocabulary: circuit, energy, transfer, thermal, magnetic, battery, reflected, refracted, absorbed, light energy, prism, mirror, convex, concave
IT Standards: 4.TI.1. Use technology tools and skills to reinforce classroom concepts and activities
IT Strategies: Create a video clip using a basic form of energy to document a transfer of energy causing motion or change. Students will design a power point that includes how light is reflected, refracted and absorbed.
Unit Title: Grade: Subject:
STAGE 2
Understandings:
4.P.3.1
Students will understand that light, heat,
sound, electrical and energy of motion are
forms of energy. They need to know that
electricity flowing through an electrical
circuit produces magnetic affects in the
wires. They need to know that electrical
energy is transferred to objects which in
turn create thermal energy.
4.P.3.2
Students know that light travels in a straight
line. Students know that light can be
refracted, reflected, and/or absorbed.
Essential Questions:
Why do we need energy transformations? How does energy transformations apply in today’s world? Why does light energy travel in a straight line and how do we know? Why does light bend? Why do people often choose not to wear black on a summer day? How is light energy beneficial?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Light:
Wrap a thermometer, one in black
paper, white paper. Put the two
thermometers in a sunny window
sill. Predict which one will heat
faster. Read each thermometer
after 10 minutes and record
temperatures. Write about what
happened to each thermometer.
Infer why you think this
happened. Hypothesize what do
you think would happen if you
tried different colors of paper.
Test your hypothesis.
Multiple Energy Formative
Assessments at this link:
http://www.nrel.gov/education/pdf
s/educational_resources/elementar
y/energy_basics.pdf
Summative Assessment
Students will create a
flipbook or lapbook
classifying these types of
energy; heat, light, sound,
electrical, magnetic. They
will sort pictures of the
various types of energy and
write a short paragraph on
each type of energy about
why it’s important and how
it is used.
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
4th
Harcourt Science Book: pp. E30-E57, Sound E58-E85.
4th
McMillan McGraw Hill (c. 2006): pp. F2-F65, Forms of Energy Unit
4th
McGraw Hill (c. 2000): pp. 261-284
Discovery Education Video: several videos
YouTube Video: Non-newtonian Fluid on a Speaker Cone (netstorage)
Anneberg Media Videos:
http://www.learner.org/workshops/energy/workshop1/?pop=yes&pid=1708
Webquest: www.catawba.k12.nc.us/techtrac/plus/mucinhoupt/
Brain Pop Video: Energy Sources, Light
Discovery Education video: Heat, Temperature, and Energy
Webpage: www.sciencekids.com , games: Sun, Light, and Shadows; Light
and Dark; Friction; Changing Sounds; Changing Electricity Circuits;
Light, Absorb, Reflect, Refract
Strategies:
Hook to Light Refraction: Color Uncolored (free app
for Ipad)
Hook to Energy:
Brain Pop Videos: (introduction type videos; Forms of
Energy, Energy Sources, Light, and more)
Chocolate Kiss experiment: (heat energy)
- 1 kiss in open hand/ 1 kiss in closed hand
- Predict what will happen
- Activity is on google drive
Looking Into Light Activity: Give students a variety of
materials, ie. wax paper, -paper towel, cardboard, foil,
plastic wrap, tissue, paper, wood, black poster board,
water, glass…
- Hold into light and classify as transparent,
translucent, or opaque.
www.studyjams.scholastic.com ; Energy, Light, Sound
www.findsounds.com This website has sounds you can play.
Alexander County Schools 2012-2013
Unit: Magnets and Motion (4.P.1.1 & 4.P.1.2) Grade 4
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 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.
Transfer: Students will be able to independently use their learning to understand and investigate the properties of magnetism and compare various types of magnets. Students will be able to independently use their learning to understand the relationship between electricity and magnetism.
Meaning
Understandings: Students will understand that…
4.P.1.1
Students know that a magnet pulls on all things made of iron without touching them, and that this pulling can result in motion. Students know that a magnet attracts some metals, but not all of them. Students know that a magnet has a force field and poles that determine how a metal affected by the magnet will behave within its field. 4.P.1.2
Students know that an object that has been electrically charged pulls or pushes on all other charged objects and that this can result in motion. Students know that electrical charges can result in attraction, repulsion or electrical discharge.
Essential Question(s):
Why do magnetic objects move in different ways? How do magnetic objects move without being touched? How do forces affect the motion of an object? How are the forces of electricity and magnetism connected?
Acquisition
Students will know that magnetism is a force that can make some things move without touching them. Students will know how electricity and magnetism produce motion
Students will be skilled at making predictions and drawing conclusions about magnets’ interaction with other objects. Students will be skilled at creating an electromagnet and test it.
Essential Vocabulary:
: repel, attract, push, pull, magnetic force field, magnetic poles, attraction, repulsion, discharge, permanent magnets, electromagnets,
IT Standards: 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities
IT Strategies: Create a short “Magnetic Magic Show” video clip and explain your “magic”. Research how magnets are used in our everyday world.
Unit Title: Magnets and Motion Grade: 4 Subject: Science
STAGE 2
Understandings:
4.P.1.1
Students know that a magnet pulls on all things made of iron without touching them, and that this pulling can result in motion. Students know that a magnet attracts some metals, but not all of them. Students know that a magnet has a force field and poles that determine how a metal affected by the magnet will behave within its field. 4.P.1.2
Students know that an object that has been electrically charged pulls or pushes on all other charged objects and that this can result in motion. Students know that electrical charges can result in attraction, repulsion or electrical discharge. Essential Questions:
Why do magnetic objects move in different ways? How do magnetic objects move without being touched? How do forces affect the motion of an object? How are the forces of electricity and
magnetism connected?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Science Journal: Write about how
magnets are used in everyday life.
(what is their purpose)
Evaluate why certain objects are
attracted by magnet and others
are not attracted. Justify your
thinking to a peer.
Summative Assessment
Divide your class into 4 or 5
Demolition Teams. Your
company has just demolished a
building and you are left with
the task of separating the
building materials for recycle.
Your team assignment is to
design and construct an
electromagnet that will pick up
as much metal material as
possible at one time. (paper
clips) Demolition teams will
demonstrate the strength of
their electromagnets by the
amount of metal that can be
picked up at one time.
Each team will receive:
2 D cell batteries
7 to 10 wires
3 Paper clips
1 Nail
For competition, have a
bag of 50 paper clips
ready.
STAGE 3
Approximate number of days spent on unit: 3 weeks
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources: Science Support Pack from NCDPI wiki:
http://scnces.ncdpi.wikispaces.net/K-5+Science+Resources
4th
McGraw Hill Science book; Unit 3, chap. 5&6
Catawba Science Center Field Trip: Magnetricity
4th
Harcourt Science; pp. E102-E115
Webpage: www.sciencekids.com (games, magnets and springs)
Discovery Education: Electricity and Magnetism: The Magic of Magnets [17:14]
Brain Pop: Zaddit videos; Magnetism; Electromagnets
Another Brain Pop :
http://www.brainpop.com/science/motionsforcesandtime/magnetism/preview.weml
NCDPI Wiki Science Unit:
http://scnces.ncdpi.wikispaces.net/K5+Science+Resources
Strategies:
Hook and Hold Activity: http://www.rockabyebutterfly.com/2011/10/magnet-painting.html
Create an electromagnet:
http://hilaroad.com/camp/projects/magnet.html
Hook and Hold: Give students a bag of materials and
predict magnetic attraction (yes or no). Write about
what were you surprised about and why?
4th
McGraw Hill Science Book: Lab on page 185. (Bar
Magnet Like a Compass)
Alexander County Schools 2012-2013
Unit: Environmental Awareness Unit (4.L.1.3) Grade 4
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion).
Transfer: Students will be able to independently use their learning to… become responsible citizens who know how to plant vegetation and recycle in an effort to adapt to changing habitats.
Meaning
Understandings: Students will understand that humans can adapt
their behavior in order to conserve the materials and preserve the ecological
systems that they depend on for survival.
Essential Question(s): Why do people need to adapt to changing habitats? How do people respond to changing habitats? Why do we try to conserve materials and preserve ecosystems?
Acquisition
Students will know that habitats are constantly changing and humans are constantly adapting their behaviors to meet those changes.
Students will be skilled at recognizing changing habitats and the impact of those changes for humans.
Essential Vocabulary: adapt, behavior, habitats, recycling, erosion, rain gardens, conserve, ecological system, preserve
IT Standards: : 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
IT Strategies: Students will create a short video clip of themselves as an environmental consultant solving an environmental problem like erosion, flooding, water runoff, or recycling issue.
Unit Title: Grade: Subject:
STAGE 2
Understandings:
Students will understand that humans can adapt their
behavior in order to
conserve the materials and
preserve the ecological
systems that they depend
on for survival.
Essential Questions:
Why do people need to adapt to changing habitats? How do people respond to changing habitats? Why do we try to conserve materials and preserve ecosystems?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Create a poster of items that can
be recycled at our school.
Students cut out pictures and
put them on a T chart labeled
garbage and recycling.
Students write a paper about
how their life would be different
if we didn’t take care of our
environment.
Summative Assessment
Demonstrate what you have
learned by participating in a
school wide earth day.
Students will discover and
write a plan for how to
make the school campus
more environmental
friendly and sustainable.
STAGE 3
Approximate number of days spent on unit: 2 weeks
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Contact Agriculture Extension Dept. They do a recycling
unit as well as agriculture activities.
Science Weekly – aligns to curriculum, go to
www.scienceweekly.com for sample, brochure, and
pricing) Just fyi, they have one for NC social studies, too.
Pegasus Book called Trash.
Pinterest – type in Earth Day Ideas and you will find a
plethora of activities.
Oriental Trading – Can buy reusable bags for students to
paint and take home.
Google Earth Day Activities.
Strategies:
Hook and Hold: Speaker from Agriculture Ext. Dept. Evaluate and Reflect on Learning: Create and post visual reminders for staff and students that explain what we have learned about recyclilng. The Lorax with extension activites (see google docs)
Alexander County Schools 2012-2013
Unit: Healthful Living Unit (4.L.2.2, 4.PCH.4.1, PCH 4.2, PCH.4.3, PCH.4) Grade 4
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 4.L.2.2 Explain the role of vitamins, minerals and exercise in maintaining a healthy body. 4.PCH.4.1 Understand wellness, disease prevention, and recognition of symptoms. 4.PCH.4.2 Understand body systems and organs, functions, and their care. 4.PCH.4.3 Analyze health information and products 4.PCH.4 Understand necessary steps to prevent and respond to unintentional injury.
Transfer: Students will be able to independently use their learning to… know how to maintain a healthy body. Students will be able to independently use their learning to be able to respond to a person with a health disease or an unintentional injury.
Meaning
Understandings: Students will understand that…
4.L.2.2
Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Students know that vitamins and minerals are found in healthy foods, as well as dietary supplements. Students also know that movement is essential to the growth, development and maintenance of the human body and its systems. 4.PCH.1.1 Explain how to prevent or control common childhood illnesses and conditions such as asthma, allergies, diabetes, and epilepsy. 4.PCH.1.2 Recognize methods that prevent the spread of germs that cause communicable diseases. 4.PCH.2.1 Identify the basic components and functions of the respiratory system. 4.PCH.2.2 Summarize habits to care for the skin. 4.PCH.3.1 Outline the functions of various health products. 4.PCH.3.2 Analyze advertisements of health products and services in terms of claims made and the validity of those claims. 4.PCH.4.1 Explain why it is safe to be a friend of someone who has a disease or health condition (cancer, HIV, asthma, or epilepsy).
Essential Question(s):
Why do advertisements boast of added vitamins and minerals in foods we consume? How can we maintain a healthy body? Why does the public need to be informed about health conditions of others? How do people respond to unintentional injuries? What can people do to prevent unintentional injuries?
4.PCH.4.2 Identify personal protection equipment needed for sports or recreational activities. 4.PCH.4.3 Illustrate skills for providing first aid for choking victims (including the Heimlich maneuver)
Acquisition
Students will know: why vitamins, minerals and exercise contribute to a healthy body and how taking care of their body relates to body systems and their care. Students will know how to follow basic first aid guidelines to help someone who has been injured
Students will be skilled at: taking care of their body by including vitamins, minerals and exercise in their daily routines
Students will be skilled at knowing how to avoid unintentional injuries and how to respond to them in the event of an accident.
Essential Vocabulary: vitamins, minerals, exercise, supplements, dietary, essential, respiratory system, skin care, health products, communicable, asthma, allergies, diabetes, epilepsy
IT Standards: 4.RP.1. Implement a research process by collaborating effectively with other students.
IT Strategies: : In a small group, research how not eating foods with proper vitamins and minerals impact growth in humans. Include information from at least 3 countries outside the US. Present your information as a group using photostory.
Understandings: 4.L.2.2 Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Students know that vitamins and minerals are found in healthy foods, as well as dietary supplements. Students also know that movement is essential to the growth, development and maintenance of the human body and its systems. 4.PCH.1.1 Explain how to prevent or control common childhood illnesses and conditions such as asthma, allergies, diabetes, and epilepsy. 4.PCH.1.2 Recognize methods that prevent the spread of germs that cause communicable diseases. 4.PCH.2.1 Identify the basic components and functions of the respiratory system. 4.PCH.2.2 Summarize habits to care for the skin. 4.PCH.3.1 Outline the functions of various health products. 4.PCH.3.2 Analyze advertisements of health products and services in terms of claims made and the validity of those claims.
4.PCH.4.1 Explain why it is safe to be a friend of someone who has a disease or health condition (cancer, HIV, asthma, or epilepsy). 4.PCH.4.2 Identify personal protection equipment needed for sports or recreational activities. 4.PCH.4.3 Illustrate skills for providing first aid for choking victims (including the Heimlich maneuver) Essential Questions:
Why do advertisements boast of added vitamins and minerals in foods we consume? How can we maintain a healthy body? Why does the public need to be informed about health conditions of others? How do people respond to unintentional injuries? What can people do to prevent unintentional injuries?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report, select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Heart Rate Activity: After
doing the activity student would
formulate personal health goals
to improve or maintain their
health based on their findings.
Glo Germ Kit Activity – Obtain
glo powder from ACSFS. (Ask
your school nurse) Put on hands
and then wash. Put hands under
the black light. After the
activity, student will research
and write about what kinds of
germs and or diseases spread
due to unclean hands.
Summative Assessment
Students will create a
foldable about allergies,
epilepsy, diabetes, and
asthma. Students will
include what each illness
is and how to prevent
them. They will include
some information about
what to do in an
emergency situation.
Construct a plan to limit
or prevent injuries during
a school wide field or fun
day. Create a flyer about
preventing injuries to
send to homeroom
teachers.
STAGE 3
Approximate number of days spent on unit: 3 ½ weeks
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
BAT; Basic Aid Training from the Red Cross. CPR manuals from Red Cross has good information. Wal-Mart will donate pedometers. Jump rope for Heart.
Article: How to Teach Basic First to Kids:
http://www.ehow.com/how_7690979_teach-basic-first-
aid-kids.html
Smithsonian Institute Books (contact Brittany Daniels at
HES) Books on nutrition as well as rocks and minerals,
etc.)
Strategies: Hook and Hold: Have school nurse come in and speak about epilepsy, asthma, allergies, and diabetes. Complete BAT book along with training.
Activity: Breathe through a straw, then jump rope, and breathe
through a straw again. This shows how you might feel if you
have asthma.
Heart Rate Activity: Take your pulse. Jump up and down for
minute. Then, retake pulse. If your heart beats faster think about
what you can do to strengthen your heart.
Tie in field day and create an understanding of necessary steps
to prevent injury.