FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II

Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade

Fall2011

Timeline­> QuarterOne(12lessons)

GuidingQuestions

Science:Whatarethefourspheresoftheearth?Whatarethecharacteristicsoflivingthings?Howarelivingthingsclassified?Howareplantsandfungiclassified?Howareanimalsclassified?Howdolivingthingsofthepastcomparewiththoseoftoday?LanguageArts:Whatcanwelearnabouttheearth’sspheres,livingthingsandcreaturesfromthepastbyreading?Howcanwewritetoshowthestepswehaveusedinthescientificmethodfromourclassexperimentsandactivities?Howcanadjectiveshelpourwrittensciencedescriptions?Math:HowcanVenndiagramshelpsortitemsthatarethesameordifferent?Howisabargraphdrawntoshowtotalswithprovideddata?Whatconclusionscanwedrawfromthedataportrayedbythegraph?Howcanweusemathematicsprocessestosolveproblems?SocialStudies:Howcanweuseinformationtosolveasocietalproblem?Art:Howcanwedraw/illustrateandlabelsketchesforasciencenotebook?Howcanwecreatebookletstoshowcasethespheresoftheearth,aswellasthefamilyalbumsthatcomparecreaturesfromtodayandthepast?

GeneralLearnerOutcomes

GLO#1:Self­DirectedLearner:Studentswillcreateavarietyofproductsandclassworkassignmentsthatshowwhattheyhavelearnedabouttheearth’sspheres,classifyinglivingthingsandfossilsfromthepast.GLO#2:CommunityContributor:Studentswillsharetheirspheresbooklets,familyalbumsandotherclassactivities.GLO#3:ComplexThinker:Studentswillusetheirproblemsolving,mathandwritingskillstoinvestigatethesimilaritiesanddifferencesoflivingthingsandfossilsfromthepast.GLO#4:QualityProducer:Studentswillcreateafinalproducts(poster/diorama/model)thatillustratethedifferentspheresoftheearthandfossils.

FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II

Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade

Fall2011

Studentswillcreatemathproducts(graphs,datatables,charts)thatenhancepostersanddiorama.GLO#5:EffectiveCommunicator:Studentswilllisten,discussandrecordinformationfromtheirdifferentlessonsthroughoral,writtenandmathpiecesthatillustrateconceptstheyhavelearnedabout.Studentswillorallysharewithyoungerstudentstheirfinalproducts.

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

BigIdea(s)/MajorUnderstanding(s):Studentswillunderstandthat...Arangeofenvironmentalconditionsmustexisttomeetthespecificneedsofanorganismforsurvival.

Theadaptationsofanorganismallowittosurviveinanenvironment.Thestudyoffossilshelpstounderstandtheevolutionoforganisms.

StandardsandBenchmarks

◊ 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

· 4.4.1 Cells, Tissues, Organs, and Organ Systems Identify the basic differences between plant cells and animal cells

· 4.5.1 Biological Evolution Compare fossils and living things

FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II

Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade

Fall2011

SamplePerformanceRubrics

Topic Scientific Inquiry

Benchmark SC.4.1.1 Describe a testable hypothesis and an experimental procedure

Sample Performance Assessment (SPA)

The student: Describes a testable hypothesis (e.g., if, then, because statement) and an experimental procedure to test it.

Rubric

Advanced Proficient Partially Proficient Novice

Create a testable hypothesis and an experimental procedure to test it

Describe a testable hypothesis and an experimental procedure

Identify, with assistance, a testable hypothesis and an experimental procedure

Recognize, with assistance, a testable hypothesis or an experimental procedure

Topic Scientific Knowledge

Benchmark SC.4.1.2 Differentiate between an observation and an inference

Sample Performance Assessment (SPA)

The student: Observes an object or situation and makes an inference from the observation, describing how they differ

Advanced Proficient Partially Proficient Novice

Explain the difference between an observation and an inference and give examples

Differentiate between an observation and an inference

Provide examples of observations and inferences

Define an observation and an inference

Topic Biological Evolution

Benchmark SC.4.5.1 Compare fossils and living things

Sample Performance Assessment (SPA)

The student: Compares fossil evidence and living things to identify similarities and differences.

Advanced Proficient Partially Proficient Novice

Compare, and use evidence to explain, the relationship between fossils and living things

Compare fossils and living things, describing their similarities and differences

Identify the connection between fossils and living things

Recall that there is a connection between fossils and living things

Topic Cells, Tissues, Organs, and Organ Systems

Benchmark SC.4.4.1 Identify the basic differences between plant cells and animal cells

Sample Performance Assessment (SPA)

The student: Names the basic differences between plant and animal cells (e.g., plant cells have a cell membrane and a cell wall, chloroplasts; animal cells have a cell membrane).

Rubric

Advanced Proficient Partially Proficient Novice

Explain and give examples of the differences between plant and animal cells

Identify the basic differences between plant cells and animal cells

Recognize very few differences between plant and animal cells

Recall, with assistance, very few differences between plant and animal cells

FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II

Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade

Fall2011

LessonsSummaryLessonDay#

LessonTitle Whatstudentswillbeabletoknow,do&understand

GettingReadyforScience

Cerealchallenge(Dorothy)Createtheiconchartofthescientificmethod

Project3‐DVIEW

INTRODUCTION

Introductiontothe“spheresoftheearth”Lesson1–SpheresoftheEarth• overviewofthespheresoftheearth

Project3‐DVIEW

BIOSPHERE Lesson1“Alive”**dotheducoandmoveon…**• chartofcharacteristicsthatmakesthingslivingversusnon‐

living• teacherdemo/studentobservationoftheducocementcreature

HarcourtText

Assessment PRE‐TESTChapterOne

Chapter1“ClassifyingLivingThings”HarcourtTextbookandresourcesProject3‐DVIEW

Lesson2–CellsSupporttheFunctionsofLife

• compareandcontrastsimpleandcomplexcells• compareandcontrastplantandanimalcells• http://www.HSPscience.comAnimatedcellshttp://www.harcourtschool.com/activity/science_up_close/510/deploy/interface.html

HarcourtText

Lesson1Approx45min.

HowAreLivingThingsClassified?pp34‐35Optional‐ReadingSkill“Mini‐Lesson”USINGCONTEXTCLUES&GRAPHICORGANIZER(bellwork“donow”)

HarcourtText

Lesson1(text)0rAIMS

MakingaModelCellLM26­28and/ORAIMS“CellMates”lesson–canhavestudentscopythequestionandgoalforthelessonintotheirnotebook.Oncestudentscompletetheactivity,thentheycananswertheconnectedlearningquestionsintheirnotebook.

Project3‐D

Lesson3 –DNA&BodyStructures:EvidencefortheTreeofLife• explorethestructureofDNA• compareDNAsequencesofdifferentorganisms

(monstersthenthehuman/whale/sharkonthestudentpgs)HarcourtText

Lesson2HowarePlantsandFungiClassified?

ReadingSkillMini‐Lesson(RS5)MAINIDEASANDDETAILSLessonQuickStudy–RS7­8**useceleryandcoloredwaterandsetuptoobserveovertime**(Optional‐Tracie)Couldusethescientificmethodchartasawaytorecordthestepstakentoobservethechangesinthecelery(Optional‐Robin)Makeabooklet“HowDoesBreadRise”

FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II

Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade

Fall2011

HarcourtText

Lesson3HowAreAnimalsClassified?

ReadingSkillMini‐Lesson(RS6)USECHARTSANDGRAPHICSLessonQuickStudy–RS9­10Optional‐SupportingStructures:Lab–“Backbones”

HarcourtText

POST‐TESTChapter1

HarcourtText

Chapter3 PRE‐testHowDoAnimalsComparetoAnimalsToday?

FossilsReading

• Read“DinosaurCousins”BernardMost“FossilsTellofLongAgo”Aliki

Project3‐DVIEW

Lesson4 –LifeinthePast:Fossils• fossilformation(3‐Danimation)• Thecaseofthe“croco‐fish(optional)

• ComicstripoftheformationofafossilORAIMS Family

AlbumsUsethe“goal&keyquestion”note**lotsofcoloringandwriting

HarcourtText

Chapter3Lesson3

Readp.114together–focusonfossilfootstepsandthecomparisonofthetriceratopsandtherhinoEmbedthefollowingvocabulary:prehistoric/modern,extinctHowDoLivingThingsofthePastComparetoLivingthingsofToday–RS23­24

HarcourtText

Chapter3 POST‐testHowDoAnimalsComparetoAnimalsToday?

Resources:http://www.Kidshealth.org(howenergyentersthecellsofthebody)http://www.Discoveryeducation.com(lotsoffossils)‐gototheglossarytabandthereis

ananimationforfossilstimeline

http://library.thinkquest.org/J001402F/(scientificmethodprocessskills)