Content Area: Interdisciplinary/Science Gr4 Qtr2 · and label sketches for a science notebook? How ... out and collect ideas ... STORYBOOK (online

FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II

Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science Gr4Qtr2

Fall2011

Timeline> QuarterTwo

GuidingQuestions

Science:Whatarethepartsofanecosystem?Whatfactorsinfluenceecosystems?Howdohumansaffectecosystems?Whataretheroles(consumers,producers,decomposers)oflivingthingsinsimplefoodpyramids?Howdolivingthingsgetenergy?LanguageArts:Whatcanwelearnaboutlivingthingsinecosystemsbyreading?Howcanwewritetoshowthestepswehaveusedinthescientificmethod?Howcanadjectiveshelpourwrittensciencedescriptions?Math:HowcanVenndiagramshelpsortitemsthatarethesameordifferent?Howisabargraphdrawntoshowtotalswithprovideddata?Whatconclusionscanwedrawfromthedataportrayedbythegraph?Howcanweusemathematicsprocessestosolveproblems?Howareratiosusedtosolveproblems?SocialStudies:Howcanweuseinformationtosolveasocietalproblem?Art:Howcanwedraw/illustrateandlabelsketchesforasciencenotebook?Howcanwecreate3‐Dmodelstoshowcasefoodwebs/pyramids?

GeneralLearnerOutcomes

GLO#1:SelfDirectedLearner:Studentswillcreate…….GLO#2:CommunityContributor:StudentswillshareGLO#3:ComplexThinker:Studentswillusetheirproblemsolving,mathandwritingskillstoinvestigateGLO#4:QualityProducer:Studentswillcreateafinalproduct(poster/diorama/model)thatillustratestheStudentswillcreatemathproducts(graphs,datatables,charts)thatenhancepostersanddiorama.



Fall2011

GLO#5:EffectiveCommunicator:Studentswilllisten,discussandrecordinformationfromtheirdifferentlessonsthroughoral,writtenandmathpiecesthatillustrateconceptstheyhavelearnedabout.Studentswillorallysharewithyoungerstudentstheirfinalproducts.

Assessments

Formativeandsummativetextbookassessments.Constructedresponse(math,languagearts,science)thatisbasedontheunitideasandconceptsAsummativeproductrubricwillbeusedtoassessthefinalscienceposter/diorama/modelthateachstudentproduces.Therubriccriteriawillincludeassessmentofthepresentationofconceptslearned,aswellasthewrittenanddrawnpresentationquality.Oralcommunicationoffinalproject

Big Idea(s) / Major Understanding(s): Students will understand that...

Organisms (plants and animals) respond and behave differently to noticeable changes of weather, seasons, and climate in their environment.

Food chains and food webs are affected by introduced species. Technology (e.g., grafting plants, eradication methods like poisons and traps, greenhouses for propagation, soil and water conservation practices) enables the preservation of Hawaii's native plants and animals.

Organisms (plants and animals) respond to each other in their environment (e.g. competition for light, food, water, space, and mate)

A range of environmental conditions must exist to meet the specific needs of an organism for survival.

The adaptations of an organism allow it to survive in an environment.

Hawaii's unique environment attracts world wide research efforts and technology from ocean to land (ahupu'a'a) and on outer space (observatories).



Fall2011

StandardsandBenchmarks

SamplePerformanceRubrics

Topic Cycles of Matter and Energy

Benchmark SC.4.3.1 Explain how simple food chains and food webs can be traced back to plants

Sample Performance Assessment (SPA)

The student: Diagrams and explains a simple food chain or food web that begins with plants.

Advanced Proficient Partially Proficient Novice

Compare the characteristics of simple food chains with those of food webs

Explain how both simple food chains and food webs can be traced back to plants

Describe how simple food chains or food webs can be traced back to plants

Recognize that simple food chains or food webs can be traced back to plants

Topic Interdependence

Benchmark SC.4.3.2 Describe how an organism's behavior is determined by its environment


The student: Describes how an organism's behavior is affected by its environment (e.g., courting, nesting, feeding patterns).


Explain and give examples of how different organisms' behaviors are determined by their environments

Describe how an organism's behavior is determined by its environment

Identify a way that an organism's behavior is influenced by its environment

Recognize that an organism's behavior is influenced by its environment

Topic Unity and Diversity

Benchmark SC.4.5.2 Describe the roles of various organisms in the same environment

◊ 4.1.1 Scientific Inquiry Describe a testable hypothesis and an experimental procedure

◊ 4.1.2 Scientific Knowledge Differentiate between an observation and an inference

◊ 4.2.1 Science, Technology, and Society Describe how the use of technology has influenced the economy, demography, and environment of Hawaii

· 4.3.1 Cycles of Matter and Energy Explain how simple food chains and food webs can be traced back to plants

· 4.3.2 Interdependence Describe how an organism's behavior is determined by its environment

◊ 4.5.2 Unity and Diversity Describe the roles of various organisms in the same environment

· 4.5.3 Unity and Diversity Describe how different organisms need specific environmental conditions to survive



Fall2011


The student: Describes the roles (e.g., decomposers, producers, consumers) of various organisms that inhabit the same environment.


Analyze how the roles of different organisms affect their interaction in the same environment

Describe the roles of various organisms in the same environment

Identify a few organisms and their role in the same environment

Recall, with assistance, very few organisms and their role in the same environment

Topic Unity and Diversity

Benchmark SC.4.5.3 Describe how different organisms need specific environmental conditions to survive


The student: Illustrates and explains how specific environmental conditions support the survival of specific organisms.


Explain why different organisms need specific environmental conditions to survive

Describe how different organisms need specific environmental conditions to survive

List specific environmental conditions that organisms need to survive

Recall that organisms need specific environmental conditions to survive

LessonsSummary

LessonDay#

LessonTitle Whatstudentswillbeabletoknow,do&understand

HarcourtText

Chapter4UnderstandingEcosystems

Pre‐test

Lesson1 WhatarePartsofanEcosystem?Textpp.130‐137• UnderstandingEcosystems“VocabularyPower”• LessonQuickStudyRS27‐28• Useacreativewritingpromptlike“Ifyouwereonthe

moonwhatwouldyouhaveinyourecosystem?”• “IfIwasanaquanaut…”

SchoolyardEcosystemScavengerHunt

Usingnotebook,studentsgooutandcollectideasaboutdifferentaspectswithintheschoolyard,comebackandusenotesandideastoreallydefineasimpleecosystem

Lesson2 WhatFactorsInfluenceEcosystems?Pp.138‐147• LessonQuickStudyRS29‐30• Importantvocabularyinthislesson–studentshadtothink• Createanecosystemofchoicepamphlet

WaterisaValuableResource

Socialstudies/sciencedemo/lablessonwithwaterandtheitemsthatbothhumansandtheearthcontributetothewater.(Robin)

Lesson3(4) HowDoHumansAffectEcosystems?Pp.148‐155• LessonQuickStudy“Lesson4”RS31‐32• Usesomelocalexamplestorelatehumaninteractionsto

thingsonthisisland(landerosionduetosugarcan



Fall2011

farming)• ShowWhatyouKnow“TwoEcosystems(beach/forest)

Option HumanTrash Trashgyres,albatrossbolus(Mokupa’apa’a)Checkoutthedetectivekit

HarcourtText

Chapter4UnderstandingEcosystems

Post‐test

HarcourtText

Chapter5EnergyTransferinEcosystems

Pre‐test

VocabularyPower

EnergyTransferinEcosystems“VocabularyPower”

OPTION DecomposingBananasLM65‐67

Bananadecompositionactivity(baggies&bananaslices)Yeast…breadInquiryprocessskillsincorporatedintothishomeworklessons**note**putbaggiesonchairbacks/tackuponbulletinboards

OPTION Wormcomposting

• ReadPeeweeandtheMagicalCompostHeapbyLarraineRouston

• Wormsinthepepsi2‐literbottle Lesson1 WhataretheRolesofLivingThingstextpp.164‐171

• LessonQuickStudyRS34‐35• RolesofLivingThings“ShowWhatyouKnow(coulduse

thenotebook)• Studentnotebookexamples

Lesson2 HowDoLivingThingsGetEnergy?Pp.172‐181• LessonQuickStudyRS36‐37• Studentpyramidexamples(booklets)ornotecardstomake

studentflipcardsforfoodchains(lookatBLOG)OPTIONAL Project3‐D

VIEW

“FullCircle”STORYBOOK(online)StudentppS‐57toS‐59arequestionsthatstudentscouldbeansweringwhiletheyreadthe“interactive”story

OPTIONAL Project3‐DVIEW

Lesson8–BiomesQuiltLesson9=BiomesandProductivity

OPTIONAL Project3‐DVIEW

Lesson10‐Succession

RED/pink DIVIDER STOPHERE–7thgradewillgofromthereLessons57

OPTIONALTeacherReferences

Project3‐DVIEW

Lesson5–TreeofLifeLesson6–ProducersHarnessingtheSunLesson7–Consumers&TheirEcosystems

HarcourtText

Chapter5EnergyTransferinEcosystems

Post‐test



Fall2011

OhiaProject

HotSpot!(1‐2lessonswithoutextensionactivities)

EGGDemo–shellofthehard‐boiledeggislikethecrust,whiteislikethemantleandtheyokeislikethecore(samesizeratiosasthelayersoftheearth)Pacificplatemovementsandtypesofboundaries(howtouseakey).Mo’olelo–Mau’iandPelelegendsconnectedtosocialstudiesStudentactivitysheet(colorcodetheactivity)andanswerquestions

OhiaProject

GettingtoKnowaVolcano(2lessonswithextensions)

OPTIONAL–THISSUPPORTSEXTENSIONLEARNINGANDVOCABULARY(alsofieldtriptoKilauea)Shieldvolcanoes,cindercones,featureswithin,typesoflava

OhiaProject

DispersalBingo Introduction:UsetheStudentAtlasofHawai’i(Juvik,Paradise&Juvik)

• Talkaboutendemic,indigenous,introducedspecies• TalkaboutwhereHawaiiislocated• Listofdispersalmethodsbyeachstudent–prompt

towardsthemoredifficultmethodsordescriptionsofseeds(waxy,hardcoating)pp.28‐29

OhiaProject

IncredibleInvertebrates

• Sharethestudentinformation–create5“cards”foreachgroup.Studentscomplete“studentactivitysheet”–addedextracolumnfortheadaptations–studentscanfind2“bugs”

• Providealistof“zones”ontheboard(notinorder)• Zoneversushabitat(wordbank–ecosystemundera

rock)• Studentscreateanincredibleinvertebrate,orplantor

animalthatwouldbeadaptedtoanislandzone(possiblyassignashomework)

OhiaProject

AWildWetlandJourney(FunforP.E.)

**Leeann’smodificationonthegame(slideshowontheFrameworksBLOG)TeacherwillreadastorythatincludesthecharactersofthegameVOICESofTHERAINFOREST(DVD)‐optionalStudentActivitySheet–findthehiddenmongoose,thenanswertheprompt–possiblyremovelarge“talkbubble”andletstudentscreatetheirowntalkbubblesformthemouthsofthecootandthestilt.GAME(outside)–directionswithLeeannmodifications:Getbellsnow(jinglebells/hobbybells)–bigbowsofcurlingribbonwithbellsonfeet(needscissorsforremovallater)Smallgroups(5inagroup)spreadthemout–determineteamcaptainsothat“nocheating”



Fall2011

Reallygoodblindfold,golfballforegg(cannotholdgolfballbetweenfeet),somethingforthenest(cone,spot)GroupspreadsoutasahorseshoeinfrontofthePREYSwapoutpreyaftertheyare“eaten”Askthepredator/preyquestionstodebriefHomework:drawapicturewithpredator/prey(landanimals)

OhiaProject

TheStreamTeam(LONG4‐5sessions)

Sameanimalsasthepriorlesson–gameenvironmentwithstreamanimaladaptationsDoesshowcasethecycleofenergyinthestreamenvironmentIkeponolessonsfromDorothy(socialstudieslink)“WaterisaPreciousResource”

OhiaProject

FromtheMountaintotheSea

Connectiontothesocialstudies(ahupua’a–uka,kula,kai).Dividelargerconstructionpaperintoa3‐sectionfoldablebooklet.Vegatationzonesforahupua’a–studentsresearchallthreezones:typesofplants&animals,describethelandfeatures,kindsofactivitiespeopledidthere(adze)FromtheMountaintotheSea–p.9UmiDividesthelandp.10MokuofHawaiiislandp.12‐17Ahupua’ap.18‐21Uka–Mtoruplandp.21‐24Kula–plains&fieldsp.25‐29Kai‐sea

Resources:Kidshealth.org(howenergyentersthecellsofthebody)Discoveryeducation.com(lotsoffossils)http://library.thinkquest.org/J001402F/(scientificmethodprocessskills)teleschoollinktogetDVD’sofalllessonswww.video.k12.hi.us/express‐video‐ordering(searchbykeywords)

Documents

Content Area: Interdisciplinary/Science Gr4 Qtr2 · and label sketches for a science notebook? How ... out and collect ideas ... STORYBOOK (online