* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Teacher Checklist - Troup County Schools
Circumstellar habitable zone wikipedia , lookup
History of astronomy wikipedia , lookup
Definition of planet wikipedia , lookup
Tropical year wikipedia , lookup
Aquarius (constellation) wikipedia , lookup
Astronomical unit wikipedia , lookup
Extraterrestrial skies wikipedia , lookup
Late Heavy Bombardment wikipedia , lookup
Geocentric model wikipedia , lookup
Astrobiology wikipedia , lookup
Formation and evolution of the Solar System wikipedia , lookup
History of Solar System formation and evolution hypotheses wikipedia , lookup
Rare Earth hypothesis wikipedia , lookup
Comparative planetary science wikipedia , lookup
Planetary habitability wikipedia , lookup
Ancient Greek astronomy wikipedia , lookup
Hebrew astronomy wikipedia , lookup
Extraterrestrial life wikipedia , lookup
Dialogue Concerning the Two Chief World Systems wikipedia , lookup
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