Download Teacher Checklist - Troup County Schools

Quarter 2:
Teacher Checklist
Fourth Grade – Science
Second Quarter
Earth Science
Criteria / Performance Indicators
Astronomy
1 2 3 4
Stars and Star Patterns
S4E1 Students will compare and contrast the physical attributes of stars, star patterns, and planets.
a. Recognize the physical attributes of stars in the night sky such as number, size, color, and
patterns.
Prior Learning: In 2nd grade students described the size, brightness, and patterns of stars. New
learning is to describe the number and color.
 Identify that there are more stars in the sky than a person can count oneat-a-time during an entire lifetime.
 Explain that stars are like the sun, some being smaller and some larger, but
so far away that they look like points of light.
 Explain that the colors of stars vary according to how hot the stars are.
 Recognize that stars are grouped together according to patterns known
as constellations.
b. Compare the similarities and differences of planets to the stars in appearance, position, and
number in the night sky.
Prior Learning: This is new learning.
Explain how both planets and stars look like points of light in the night sky,
because they are so far away, but when viewed through a telescope or
binoculars, planets are not as bright as stars.
 Compare how planets appear to change their positions in relation to the
stars, whereas, stars appear to remain in fixed positions in relation to each
other.
 Describe how the planets change their positions against the background
of stars.
 Compare the number of planets to stars.
c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in
different locations at different times.
Prior Learning: This is new learning.
 Explain how the earth is one of several planets that orbit the sun, and the
moon orbits the earth.
 Compare how the patterns of stars in the sky stay the same, although they
appear to move across the sky nightly, and different stars can be seen in
different seasons.
 Explain why a planet can be seen in different locations at different times.

Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2016 - 2017
Teacher Checklist Science
2nd Quarter
1
d. Identify how technology is used to observe distant objects in the sky.
Prior Learning: This is new learning.
 Describe how telescopes magnify the appearance of distant objects in
the sky.
 Identify how technological resources, such as telescopes, space probes,
etc., are used to observe distant objects in the sky.
Our Solar System
S4E2 Students will model the position and motion of the earth in the solar system and will explain
the role of relative position and motion in determining sequence of the phases of the moon.
a. Explain the day/night cycle of the earth using a model.
Prior Learning: This is new learning.
 Explain how the position and motion of the Earth in relation to the sun
causes night and day.
 Use a model to demonstrate the day/night cycle of the earth.
b. Explain the sequence of the phases of the moon.
Prior Learning: In 2nd grade students recorded the shape of the moon for a period of time. New
learning is to explain the phases of the moon.
 Describe how the moon’s orbit around the Earth causes the moon to
appear to change its shape every night.
 Identify the phases of the moon.
 Describe how the phases follow a pattern that causes the moon to look
the same again about every four weeks.
c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the
seasonal changes.
Prior Learning: This is new learning.
 Describe how the Earth’s tilt on its axis as it orbits the sun causes seasonal
changes to occur on Earth.
 Demonstrate how the earth revolves around the sun.
d. Demonstrate the relative size and order from the sun of the planets in the solar system.
Prior Learning: This is new learning.
 Identify that our solar system is made up of different-sized planets, which
are located at different distances from the sun.
 List the planets in order from the sun.
 Identify the relative size of the planets in our solar system.
 Demonstrate the relative size of the planets in our solar system.
 Demonstrate the relative order of the planets in our solar system.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2016 - 2017
Teacher Checklist Science
2nd Quarter
2
Weather
Water and Weather
S4E3 Students will differentiate between the states of water and how they relate to the water cycle
and weather.
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water
vapor/steam) and changes from gas to liquid to solid.
Prior Learning: In 1st grade students recognized changes in water when it freezes and when it
melts. New learning is to recognize changes in water when it becomes a gas and to demonstrate
how it changes from gas to liquid to solid.
 Demonstrate how water can be a liquid or a solid and can go back and
forth from one form to the other.
 Understand that if water is turned into ice and then the ice is allowed to
melt, the amount of water is the same as it was before freezing.
 Demonstrate how water changes from a solid to a liquid to a gas.
 Demonstrate how water changes from a gas to a liquid to a solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a
gas.
Prior Learning: This is new learning.
 Understand that different temperatures affect water, by changing the
states.
 Identify the temperature at which water becomes a solid.
 Identify the temperature at which water becomes a gas.
c. Investigate how clouds are formed.
Prior Learning: This is new learning.
 Explain how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
Prior Learning: This is new learning.
 Define evaporation, condensation, and precipitation.
 Explain the water cycle.
e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds,
and fog).
Prior Learning: In 1st grade students identified forms of precipitation such as rain, snow, sleet, and
hail. New learning is to identify sky conditions and investigate sky conditions and forms of
precipitation.
 Identify the forms of precipitation (rain, snow, sleet, hail, clouds, and fog).
 Investigate how sky conditions affect the form of precipitation.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2016 - 2017
Teacher Checklist Science
2nd Quarter
3
Forecasting
S4E4 Students will analyze weather charts/maps and collect weather data to predict weather
events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and
making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).
Prior Learning: In 1st grade students measured and recorded weather data using a thermometer,
wind vane, and rain gauge. New learning is using a barometer, wind vane, and anemometer.
 Identify weather instruments, thermometer, rain gauge, barometer, wind
vane, and anemometer.
 Explain how each weather instrument is used to gather weather data and
make forecasts.
b. Using a weather map, identify the fronts, temperature, and precipitation and use the
information to interpret the weather conditions.
Prior Learning: This is new learning.
 Identify the symbols used on a weather map for fronts, temperature, and
precipitation.
 Explain the meaning of the symbols used on a weather map.
 Identify different weather fronts.
 Use a weather map to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout
the year.
Prior Learning: This is new learning.
 Observe and keep a record of weather conditions for a period of time.
 Predict weather patterns throughout the year.
d. Differentiate between weather and climate.
Prior Learning: This is new learning.
 Differentiate weather and climate. Weather is a daily occurrence, climate
occurs over an extended period of time.
Remember to teach the standard until you have dispelled common
misconceptions.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2016 - 2017
Teacher Checklist Science
2nd Quarter
4
Misconceptions for E1and E2:
MISCONCEPTIONS:
1. Our solar system is an Earth-centered solar
system in which the sun and planets revolve
around Earth.
PROPER CONCEPTIONS:
1. Our solar system is a sun-centered system in
which the planets, including Earth, revolve
around the sun.
2. The sun moves around the Earth, i.e. it rises
in the East and sets in the West, to form day
and night.
2. Day and night occur because the Earth
rotates on its axis. Half of Earth, which faces
the sun, has day; at the same time, the other
half of the Earth has night. As the Earth
rotates, the locations of Earth having day and
night change.
3. The change of seasons occurs because the
Earth revolves around the sun in an elliptical
(oval-shaped) orbit. When Earth nears the sun,
summer occurs; and when the Earth is farthest
from the sun, winter occurs.
3. The change of seasons is caused by the tilt
of the Earth and its position in relation to the
sun as the Earth orbits the sun in almost
perfect circles. For example, when the
northern half of the Earth tilts toward the sun,
summer occurs in the northern hemisphere
and winter occurs in the southern hemisphere.
4. Planets and stars are alike.
4. Planets and stars are different in their
appearance and motion.
5. All stars are alike.
5. Stars vary according to size and color.
6. The sun is the largest star in the sky.
6. The sun is a medium-sized star, but it
appears larger than other stars because it is so
close to Earth.
7. Constellations move across the sky at night.
7. Changes in the locations of constellations
during the night are due to the rotation of
Earth on its axis.
8. Earth’s moon produces its own light.
8. Earth’s moon reflects the light of the sun.
9. Lunar phases are caused by Earth’s shadow
being cast on the moon.
9. Different phases of the moon are observed
because of the relative positions of the moon
to the Earth.
10. The same stars can be seen during the
entire year.
10. Different stars can be seen during different
seasons.
11. There are thousands of stars in our solar
system.
11. There is just one star in our solar system, i.e.
the sun.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2016 - 2017
Teacher Checklist Science
2nd Quarter
5
Misconceptions for E3 and E4:
MISCONCEPTIONS:
PROPER CONCEPTIONS:
1. The water cycle involves freezing and
melting of water.
1. The water cycle involves liquid water
being evaporated, water vapor condensing
to form rain or snow in the clouds which falls
to the earth.
2. Water only gets evaporated from the
ocean or lakes.
2. Water can evaporate from plants,
animals, puddles and the ground in addition
to bodies of water.
3. When water boils and bubbles come up
the bubbles are air.
3. Bubbles that form and rise when water is
boiling consist of steam (or water vapor).
4. The white substance coming from boiling
water is smoke.
4. The gas escaping from boiling water is
water vapor. When this vapor condenses in
the air it is visible as tiny water droplets.
5. Water in an open container is absorbed
by the container.
5. Water left in an open container
evaporates, changing from liquid to gas.
6. Condensation on the outside of a
container is water that seeped through the
container itself (or sweated through the
walls of the container)
6. Condensation is water vapor in the air,
which cools sufficiently to become a liquid.
This usually happens when the water vapor
comes in contact with a (cool) surface.
7. Raindrops look like tear drops.
7. Raindrops’ shape is based on their size.
Small raindrops are spherical, medium sized
raindrops are a bit flattened but still
basically spherical, and larger raindrops get
distorted until they break into smaller drops.
8. Rain falls out of the sky when the clouds
evaporate. Rain comes from holes in clouds.
Rain comes from clouds sweating. Rain
comes from clouds melting. Rain falls from
funnels in the clouds.
8. Rain begins to fall when water drops in
the cloud are too heavy to remain airborne.
9. Thunder occurs when two clouds collide.
9. Thunder and lightning are the visible and
auditory effects of a massive charge transfer
between clouds.
10. Clouds move when we move. We walk
and the clouds move with us.
10. Clouds move when wind blows them.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2016 - 2017
Teacher Checklist Science
2nd Quarter
6