Download Digital Desert

Teacher’s Guide for fourth grade-
Digital Desert
What is available here?
• W
hat is a Desert – flash animation tutorial that teaches
students about the three characteristics of a desert
• H
ow are Deserts Formed – flash animation tutorial that
teaches students about how deserts are formed
What is a Desert tutorial
• V
irtual Habitat – interactive exploration of
Sonoran desert plants and animals
• Discussion questions
• Classroom activities
– City in a Desert?
Virtual Habitat
– Experimenting with Evaporation
– Deserts of the World
– Cold Water Droplets
– Flashflood!
– Story Hour
• N
ecessary worksheets (plus general, optional use
Desert Investigation Log and Experiment Log)
• Relevant Arizona State Standards
These questions and activities are designed to let students think
creatively and to inspire curiosity about the world around them.
Objectives
The objectives of this curriculum are to
1. Educate students about the Sonoran desert
2.Encourage students to ponder and respect the natural world
3.Encourage students to begin thinking in terms of the Inquiry
Process as they observe, ask questions, and formulate hypotheses
continued…
1.
Teacher’s Guide for fourth grade-
Digital Desert
Background Knowledge
These are concepts that the educator should understand
and that can be found in the glossary.
What is a Desert tutorial
Adaptation
Global Air Movement
Rainshadow
Amphibian
Herbivore
Reptile
Climate
Interior Effect
Specialist
Condensation
Mammal
Thermals
Ectothermic
Metamorphose
Thermoregulation
Evaporation
Monsoon
Weather
Generalist
Omnivore
Virtual Habitat
Materials
2.
Pencil & Paper
Ruler
Red food coloring
Spray bottle
Water
Ice cold water
Watering can with one spout Drinking glass
Aluminum cake pan
Plastic tubs (shoe box size)
Book to elevate one end of pan Dirt to fill cake pan
Desert Cities Worksheet (provided) Worksheet
Teacher’s Guide for fourth grade-
Digital Desert
What is a
Desert
Tutorial
Teacher’s
Guide
Discussion Questions
1.*Present the students with this introductory prompt before the tutorial
begins so that they know what to look for. What are the three
characteristics of a desert? What is a monsoon? What makes the
Sonoran Desert so special? Do you think you live in a desert?
2.We learned that the Sonoran Desert is a place that does not receive
much rain, has extreme temperature fluctuations, and is very dry. Is this
the ‘weather’ of the desert or do these things describe the ‘climate’ of
the desert? What is the difference between weather and climate? What
is the climate where you live? What is the weather where you live?
What is a Desert tutorial
Weather is a daily event that changes all the time. Climate is the
average weather over a long period of time for a certain place. The three
characteristics of a desert describe the climate. Weather will be different
from day to day and can be observed by looking out the window.
3.W hat do you think of when you hear the word monsoon?
What words or images come to mind? Did you know
that deserts can experience monsoons?
Students can each identify a word or image that comes to mind when they hear the
word monsoon. Monsoons occur throughout the world and are characterized by a
seasonal shift in winds that bring weather changes. In the Sonoran Desert monsoons
are exciting violent storms with lots of wind, rain, and dust. The winds that bring
the Sonoran Desert monsoon originate in the Pacific Ocean and move over land.
The Sonoran Desert is the only North American desert to receive monsoon rains.
continued…
3.
Teacher’s Guide for fourth grade-
Digital Desert
What is a
Desert
Tutorial
Teacher’s
Guide
Discussion Questions
4.Deserts can be tough places to live. Plants and animals that
live here have special adaptations that help them survive in
the desert. How are people able to live in the desert? The
temperature extremes and lack of water are especially hard on
people. Think of some technologies that allow people to cope with
temperature extremes and low rainfall in the Sonoran Desert.
Students should understand that in today’s culture, technology makes
it easier for many people to live in the desert. The Sonoran Desert
may only get ten inches of rain per year, but technology brings water
we need to survive. Dams, reservoirs, and canals bring water to the
desert so many people can drink, cook, clean, wash, and irrigate.
What is a Desert tutorial
The desert can get very hot and very cold. Humans are protected from these
temperature extremes by living in buildings. Air conditioning is also a very
important technology that allows humans to remain cool even in the hottest
parts of summer. Humans also use swamp coolers and misters to keep cool.
Remind students that people lived in the Sonoran Desert before these
modern technologies existed. However modern technologies have made
it easier for many more people to be comfortable in the desert.
Review – What are the three characteristics of a desert?
What is the name of the desert we are learning about?
Students are learning about the Sonoran Desert. The three characteristics
of a desert are less than ten inches of rain per year, extreme temperature
differences from night to day, and high evaporation.
4.
Average Temperatu
(degrees Farenheit
100
80
60
40
20
0
Teacher’s Guide for fourth grade42.1
Digital Desert
2
Average Temperature
(degrees Farenheit)
38.6
77.9
40
Cities
3
4
Activities
100
41.7
20
0
39.1
15.2
1
120
60
64.7
41.4
What is a
Desert
80
67.9
66
1
1.City in a Desert? – Cities 1,
2, 3, and 4 are four Arizona cities. Here is
� Average June High
a bar graph with rainfall and
temperature
information for each city.
� Average
June Low
There is temperature data for January and June. This will give us an
102.9
101.8
99.6
idea of what each
of these places
is like during winter and summer.
How 72.5
are the cities similar and different? Based on the information you
67.9
66
have, are any of these
cities in the Sonoran Desert? Which ones and
why? Does this data provide us with enough information to determine
if these cities are in a desert? What piece of information would give
us a2 better idea of3 whether or not
4 these cities are in a desert?
Cities
Average Temperature
(degrees Farenheit)
The purposes of this activity are to help students understand the characteristics
of a desert and to use information from graphs to learn about places in Arizona.
They will also learn that there is climatic variation within the Sonoran Desert.
25
20
20.78
Students will also evaluate the rainfall data to make a more informed
guess about whether or not these cities
11.59 are in the desert.
15
10
5
0
Students will compare the average high and average low temperatures
in January and June to discern whether or not these cities experience the
� Average Annual
temperature extremes of a desert.Preciptation
All cities experience average monthly
temperature variations between 24 degrees and 37 degrees, which is
around the 30 degree daily difference discussed in the tutorial.
1
7.55
City
1 is Flagstaff, which is not in the Sonoran Desert. Flagstaff is north of the
3.44
Sonoran Desert. Cities
2, 3, and 4 are all in the Sonoran Desert. City 2 is Phoenix.
2
3
4
City 3 is Yuma.
City
4
is Tucson. While
students are comparing cities 2, 3 and
Cities
4, you could point out that while all three cities are in the Sonoran Desert, they
receive very different amounts of rainfall. Yuma receives only about 3 inches while
Tucson receives over 10 inches. Remind students that ON AVERAGE the Sonoran
Desert receives less than ten inches of rain per year. Comparing and contrasting
these places makes the point that there is variation even within the Sonoran Desert.
Evaporation rate is the missing piece of information. If students
had this information, they could make a more educated guess
about whether or not these cities are in a desert.
continued…
5.
Teacher’s Guide for fourth grade-
Digital Desert
What is a
Desert
Activities
2.Experimenting with Evaporation – One of the characteristics of a desert
is quick evaporation and there are many factors that can influence
the rate of evaporation including sun, wind, humidity, shade, and
temperature. Each group will design, set up, and perform a simple
experiment that tests how one of these factors influences evaporation.
The purposes of this activity are to have students design, set up, and perform
a scientific experiment, record their findings, and analyze the information they
gather. The basic set up includes filling a plastic tub with a few centimeters
of water and setting it in a location where students can observe and record
the evaporation rate. There should be a control tub outdoors, without added
materials or conditions changed. Then depending on what factors students
choose to test, they can add materials or change conditions for other tubs.
When considering the experiment set up, the students should discuss the
water tub’s location, amount of water it holds, time of day, and any other
relevant factors. Students understand that they need to mark the beginning
water level on the tubs in order to determine the evaporation rate.
After they collect their data, they should calculate the rate of evaporation (how many
centimeters lost/time). Students should compare the evaporation rate of the tubs with
different factors to determine how the factors influenced evaporation. You could
have students do research to find out what the evaporation rate is in their area.
They can determine if their results of their control tub agree with that information.
After they have collected and analyzed their data, the students can think of new
questions to ask related to this experiment. If their results do not support their
hypothesis, they could develop a new question to address this. They could question
whether the evaporation rates in other locations around the school are different.
6.
Teacher’s Guide for fourth grade-
Digital Desert
How are
Deserts
Formed
Tutorial
Teacher’s
Guide
Discussion Questions
1.*Present the students with this introductory prompt before the
tutorial begins so that they know what to look for.
Here are some things you should be looking for and thinking
about while you watch the tutorial. What are the special forces
that form deserts? Do you think that you live in a desert? Why?
2.One of the basic concepts that can help us understand how
deserts form is that hot air rises (and cold air sinks). You may
already be aware of this fact. Can you think of anything you have
seen or experienced that helps to confirm that hot air rises?
• If
you have to share a bunk bed in the summer, would
you prefer to sleep on the top or bottom bunk?
How are Deserts Formed?
tutorial
• H
ave you ever opened a refrigerator and felt
the cold air rush onto your feet?
• How does a hot air balloon stay in the air?
• Have
you ever been hiking and noticed that valleys or
canyons tend to be colder the lower down you go?
• Have you ever seen birds soaring without flapping their wings?
These questions should help students come to the conclusion that hot air rises and
cold air sinks. The top bunk bed will usually be hotter than the bottom bunk. Hot air
balloons rise because a flame in the balloon keeps the air in the balloon warmer than
the surrounding air, which allows it to rise higher. Valleys and canyons are cool
because as the cold air sinks it is channeled into the lowest parts of the landscape.
Birds soaring without flapping their wings are using thermals of rising warm
air. Thermals occur when the sun warms the earth, which in turn warms the
air above it. As that air warms it creates columns of rising air called thermals.
Many birds use these thermals to rise upward without flapping their wings.
Glider pilots will also use these rising warm air thermals to climb higher.
continued…
7.
Teacher’s Guide for fourth grade-
Digital Desert
How are
Deserts
Formed
Tutorial
Teacher’s
Guide
How are Deserts Formed?
tutorial
Discussion Questions
3.There are three basic factors that influence where deserts are
located: geographical location, climate, and air movement. Do you
think these factors influence more than the location of a desert?
Could these factors influence the way deserts look, what plants and
animals are there, how many plants and animals can live there,
and when it rains? Are deserts all the same or are they different?
Do you know any deserts (other than the Sonoran Desert)?
Students should understand that deserts are very diverse. Even the four
deserts of western United States are significantly different from one another in
their rainy seasons, types of plants, numbers of plants, and the landscapes.
In other parts of the world, deserts may be even more different. Many deserts
have even less plant and animal life and more sand, like the Sahara. Some
deserts can be cold, like the Gobi Desert, instead of hot. All of these traits may
be influenced by the location of the desert and the climate and air movement.
4.We learned that as hot air rises it also cools. Have you ever
experienced anything to confirm that this is true?
Airplanes provide proof that this is true. As the plane rises water vapor
appears on the windows as the air become colder. The water vapor that
was held by the warm air cannot be held by the cold air so water vapor
appears and may even freeze. Then as the plane descends, the air warms
so the water thaws and leaves droplets instead of frozen water vapor.
8.
Teacher’s Guide for fourth grade-
Digital Desert
How are
Deserts
Formed
Activities
1.Deserts of the World – While we are focusing on the Sonoran Desert of
North America, there are many other deserts throughout the world. Pick
a desert and do some research to see what you can learn about the way
that desert is formed. Write a page describing where your desert is located,
what sort of plants and animals are found there, and how it was formed.
The purpose of this activity is to have students apply some research skills to
learn about deserts around the world. You could have the students share their
findings with the class so everyone will learn about the variety of deserts on Earth.
Students should be sure to include a map identifying the location of their desert.
2.Cold Water Droplets – We learned that cold air cannot hold as much
moisture as warm air. Here is a demonstration to show you that this is
indeed true. I am going to put ice cold water with red food coloring in this
glass. What do you think will happen? Do you see the water droplets on
the OUTSIDE of the glass? Are the droplets red? Where do these droplets
come from? The water droplets are water vapor that condensed when the
warm air in the room came close to the cold glass. Then that warm air
cooled down, which means that it could not hold onto as much moisture
as it could when it was warm air. So the water droplets formed on the
glass. We experience this phenomenon every time it rains. Rain is water
vapor that was released and condensed as the air temperature decreased.
The purposes of this activity are to help students understand that
water droplets form because cold air cannot contain water vapor as
well as warm air and to understand how precipitation forms.
Put ice cubes and cold water in a glass. Add red food coloring so students
understand that the water contained inside the glass is red. As the warm air from
the classroom comes into contact with the cold air surrounding the glass it will
also cool down. As the air cools it is unable to retain the water vapor it had been
holding so water droplets form. The water droplets students see on the outside of
the glass are not red because they do not come from the water inside the glass. They
are water vapor droplets that formed as the air in the classroom cooled down.
9.
Teacher’s Guide for fourth grade-
Digital Desert
Virtual
Habitat
Teacher’s
Guide
Discussion Questions
1.*Provide students with this prompt before they explore the Virtual Habitat. As you
investigate the plants and animals in the habitat, notice their similarities
and differences. Think about why these organisms thrive in the desert.
Think about your experience with the desert; how is the desert changing?
2.Some plants in the desert provide an important service for
other plants. Some trees protect animals and new tender plants
from predators and heat. How would they do that? Which
plants that you learned about might provide this service?
Virtual Habitat
Nurse plants provide protection from predators and temperature extremes for
other organisms. In the Sonoran Desert, the Creosote bush, Palo Verde tree,
and Mesquite tree are good examples of nurse plants. The enclosed, branching
shape minimizes the shock of cold nights and hot days. This is similar to the
way that buildings protect people from cold and heat extremes. The nurse
plants also keep tender young plants slightly hidden from the view of predators.
Tell students that if they ever visit the desert, they should look for small cacti,
tender young plants, or little animals being protected by these nurse plants.
continued…
10.
Teacher’s Guide for fourth grade-
Digital Desert
Virtual
Habitat
Teacher’s
Guide
Virtual Habitat
Discussion Questions
3.Natural and human caused events are constantly changing the Sonoran
Desert landscape. What are some natural events that change the
Sonoran Desert landscape? What are some human caused events that
change the Sonoran Desert landscape? How do you think animals
that live in the desert deal with these events? Do you think there are
any animals that are positively impacted by these events? Any that are
negatively impacted? Would an animal that is very selective about its
home, food, and mate have a tough time adapting to such changes?
Natural events include flashfloods, droughts, and rainstorms.
Human caused changes include housing developments, highways,
human caused fire, invasive species, and other events.
Coyotes and tortoises provide good examples of two extreme
responses to human caused changes in the desert.
Coyotes are generalists. They will eat almost anything including animals,
vegetation, fruit, and other items. Coyotes have very sharp senses of
smell, hearing, and seeing so they are quick to respond to changes in their
environment. As the desert changes and more and more people move to
the desert, coyotes’ population stays strong. They are quick to adapt to
human and nature caused events so they are doing well in the wild.
Tortoises, on the other hand, are much more specific about what they will eat and
what times of the year they are active. They hibernate in burrows for many months
when there is not available water and food. They are herbivores so they eat mostly
plant matter. However, if there is not enough water available they cannot digest dry
plant material either. If captured, they may empty their bladder in defense, which
will leave them unable to digest their food. If brought into urban areas they may
contract diseases that wild tortoises cannot fight. Humans have increased fire in
tortoise territory by introducing non-native types of grasses which catch fire easily.
Tortoises are slow moving creatures so these fires pose a threat to their population.
Tortoises are also threatened by Off Road Vehicle (ORV) use. ORVs can crush
tortoises as well as destroy their food source and compact the soils they burrow in.
continued…
11.
Teacher’s Guide for fourth grade-
Digital Desert
Virtual
Habitat
Teacher’s
Guide
Discussion Questions
4.Some of the animals you learned about in the Virtual Habitat were
reptiles and some were amphibians. What is a reptile and what is
an amphibian? How are they similar and different? Does one have
it easier in the desert than the other? Which animals from the
Virtual Habitat are amphibians and which ones are reptiles?
Both reptiles and amphibians are ectothermic animals. They rely
on external sources of heat to regulate their body temperature.
(Mammals regulate their own body temperature.)
Virtual Habitat
Reptiles
• include snakes, lizards, tortoises and turtles
• h ave tough scaly skin, which helps to retain
moisture in dry places like the desert
• spend most of their life on land
• usually emerge from hard-shelled eggs
• do not breathe through their skin
Amphibians
• include toads, frogs, and salamanders
• have soft, wet skin that must stay moist
• spend part of their life either in water or near water
• lay soft eggs in water, which hatch into larvae and metamorphose into adults
• use their lungs as well as their skin to breath
• W hile generally better suited to wetter environments,
amphibians (Spadefoot toad) do live in the desert.
12.
Teacher’s Guide for fourth grade-
Digital Desert
Virtual
Habitat
Activities
1.F lashflood! – We learned that monsoon rains often create flashfloods.
The Sonoran Desert has two rainy seasons but why are flashfloods
more of a concern in the summer than in the winter? Let’s do a
demonstration to help you understand why flashfloods can be so
violent and exciting! We have a pan set up here with soil in it. Let’s
give the desert soil a nice winter rain. What happens? Now let’s give
the desert soil a nice summer monsoon rain? What happens?
The purpose of this activity is to help the students understand
the difference between a monsoon and a winter rain and to help
them understand why flashfloods can be very severe.
Set up an aluminum cake pan so that one end is higher than the other end.
Fill the pan with soil to mimic the desert earth. Use a spray bottle to show the
winter rains because it produces a light, gentle rain that the soil can absorb.
Use a container with one spout to show the monsoon rains because it produces
a lot of rain in a short time span, which the soil cannot absorb. This rain will
flashflood the cake pan desert. You could also form some of the dirt into a wash
to demonstrate how flashfloods channel rain water through washes so fast.
Monsoons dump so much water at one time that the desert soil cannot absorb it
all so the water quickly flows down hill instead. Very often during flashflood
events the water becomes so powerful that it will carry other debris like soil
and plant matter with it making the water appear quite dirty. This differs
from the winter rains which tend to be lighter and soak into the earth.
2.Story Hour – Each of you will be assigned one plant or animal and will
write a short story about a week or a season in its life. I encourage you
to do some research to learn more about what the plant or animal does
each day. For an animal, you could include information about what and
when it eats, when it is active, what predators it needs to be on the look
out for, any special features it has that help it survive in the desert. For a
plant you could discuss how it changes throughout the year, what it does
to survive during the dry months, what animals eat it or live around it.
The purpose of this activity is to allow students to be creative while
learning more about organisms of the desert. They will also use
writing and communication skills to put together their story.
13.
four arizona cities
Name ________________________________________
City 1
UTAH
COLORADO
NEVADA
Temperature difference in January _____________________________
Temperature difference in June _ _______________________________
Navajo
Nat’l. Mon.
Grand Canyon
Nat’l. Pk.
Hoover
Dam
PAINTED
DESERT
Lake
Mead
More than 10 inches of rain? ____________________________________
City 2
CALIFORNIA
Lake Havasu City
Prescott
Little
Colorado
Glendale
Temperature difference in January _____________________________
More than 10 inches of rain? ____________________________________
Tempe
MEXICO
Casa Grande
Mesa
Casa Grande
Nat’l. Mon.
Organ Pipe Cactus
Nat’l. Mon.
Saguaro Nat’l. Pk.
Tucson
Tombstone
Do you think it might be in a desert? ____________________________
City 3
Salt
Scottsdale
Gila
Yuma
NEW MEXICO
ARIZONA
Colorado
PHOENIX
Temperature difference in June _ _______________________________
Petrified
Forest
Nat’l. Pk.
Flagstaff
Do you think it might be in a desert? ____________________________
Canyon
de Chelly
Nat’l. Mon.
Wupatki
Nat’l. Mon
Sierra Vista
City 4
Temperature difference in January _____________________________
Temperature difference in January _____________________________
Temperature difference in June _ _______________________________
Temperature difference in June _ _______________________________
More than 10 inches of rain? ____________________________________
More than 10 inches of rain? ____________________________________
Do you think it might be in a desert? ____________________________
Do you think it might be in a desert? ____________________________
Average
Average
Temperature
Temperature
Average Temperature
(degrees
(degrees
Farenheit)
Farenheit)
(degrees Farenheit)
Annual
rage Annual
Average
Precipitation
Precipitation
Annual Precipitation
(inches)
(inches) (inches)
Average
Average
Temperature
Temperature
Average Temperature
(degrees
(degrees
Farenheit)
Farenheit)
(degrees Farenheit)
FOUR ARIZONA CITIES
� Average January High
� Average January Low
120
Name ________________________________________
100
80
Average 66
January Temperature
67.9
120
60
100
40
120
80
20
100
60
0
80
40
60
20
40
0
20
42.1
41.4
15.2
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2
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15.2
42.1
41.4 Cities
39.1
67.9
2
Cities
15.2
1
3
2
80
120
60
100
40
120
80
20
100
60
0
80
40
60
20
40
0
20
0
77.9
72.5
41.7
77.9
102.9
101.8
72.5
102.9
1
66
5
10
0
4
38.6
99.6
2
41.7
72.5
101.8
66
3
Cities
� Average June Low
67.9
� Average June High
� Average
99.6
June Low
67.9
99.6
4
67.9
66
41.7
1
1
2
Cities
2
3
4
3
4
Average AnnualCities
Precipitation
� Average Annual
Preciptation
20.78
� Average Annual
Preciptation
15
25
10
20
25
5
15
20
0
10
15
38.6
64.7
� Average June High
25
20
4
� Average June Low
Average
102.9June Temperature
101.8
77.9
� Average January Low
38.6
4 June High
� Average
120
100
64.7
� Average January High
39.1
3
Cities
� Average January Low
64.7
3
41.4
1
0
39.1
� Average January High
20.78
20.78
1
� Average
11.59Annual
Preciptation
7.55
3.44
2
7.55
3
Cities
Data provided by Western Regional Climate Center
3.44
11.59
4
11.59
DIGITAL desert INVESTIGATION LOG
Name ________________________________________
Plant Name
1.
2.
3.
4.
5.
6.
7.
8.
Cool Fact
DIGITAL desert INVESTIGATION LOG
Name ________________________________________
Animal Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Cool Fact
DIGITAL desert EXPERIMENT LOG
Name ________________________________________
Observation:
Question:
Hypothesis:
Prediction:
Experiment:
Results:
Conclusion:
Teacher’s Guide for fourth grade-
Digital Desert
What is a
Desert
Tutorial
Arizona State Standards
Math
S2C1:PO2 Formulate and answer questions by interpreting
and analyzing displays of data, including double bar
graphs, single line graphs, or circle graphs.
S4C4:PO2 Apply measurement skills to measure length,
mass, and capacity using metric units.
Science
S1C1:PO3 Formulate predictions in the realm of science
based on observed cause and effect relationships.
S1C1:PO4 Locate information related to an investigation
S1C2:PO3 Conduct controlled investigations in life,
physical, and Earth and space sciences.
S1C2:PO4 Measure using appropriate tools and units of measure
S1C2:PO5 Record data in an organized and appropriate format.
S1C3:PO4 Determine whether data supports the
prediction for an investigation.
S1C3:PO5 Develop new questions and predictions based
on the data collected in the investigation.
S3C2:PO1 Describe how science and technology have
improved the lives of many people.
S3C2:PO2 Describe benefits and risks related to the use of technology.
S4C3:PO3 Analyze the effect that limited resources
may have on an environment.
S6C3:PO3 Differentiate between weather and climate as
they relate to the southwestern United States.
S6C3:PO6 Compare weather conditions in various locations.
Workplace Skills
1WP-E7PO2 Identify relevant facts contained in selected written material.
19.
Teacher’s Guide for fourth grade-
Digital Desert
How
Deserts
are
Formed
Tutorial
Arizona State Standards
Writing
S1C1:PO6 use time management strategies to produce
a writing product within a set time period.
S1C2:PO2 Organize writing into a logical sequence
that is clear to the audience.
S1C5:PO1 Prepare writing in a format appropriate
to audience and purpose.
S1C5:PO2 Share writing with the intended audience.
S2C1:PO1 Express ideas that are clear and related to the topic.
S2C1:PO2 Provide content and selected details that
are well suited to audience and purpose.
S2C1:PO3 Use relevant details to provide adequate support for the ideas.
S3C2:PO2 Write an expository paragraph that contains a topic
sentence, supporting details, relevant information.
S3C6: PO1 Paraphrase information from a variety of sources.
Science
20.
S1C1: PO4 Locate information related to an investigation
Teacher’s Guide for fourth grade-
Digital Desert
Virtual
Habitat
Arizona State Standards
Writing
S1C1:PO6 use time management strategies to produce
a writing product within a set time period.
S1C2:PO2 Organize writing into a logical sequence
that is clear to the audience.
S1C5:PO1 Prepare writing in a format appropriate
to audience and purpose.
S1C5:PO2 Share writing with the intended audience.
S2C1:PO1 Express ideas that are clear and related to the topic.
S2C1:PO2 Provide content and selected details that
are well suited to audience and purpose.
S2C1:PO3 Use relevant details to provide adequate support for the ideas.
S2C3:PO2 Convey a sense of originality, sincerity, liveliness,
or humor appropriate to topic and type of writing.
S3C1:PO1 Write a narrative based on imagined or real events,
observations, or memoires that includes characters, setting, plot,
sensory details, clear language, logical sequence of events.
S3C6:PO1 Paraphrase information from a variety of sources.
Science
S1C1:PO3 Formulate predictions in the realm of science
based on observed cause and effect relationships.
S3C1:PO1 Describe how natural events and human activities
have positive and negative impacts on environments.
S4C4:PO2 Give examples of adaptations that allow
plants and animals to survive.
S6C2:PO1 Identify Earth processes that cause erosion.
Social Studies
S4C5:PO2 Describe the impact of extreme natural
events (e.g., fires, volcanoes, floods, droughts)
on human and physical environments.
Workplace Skills
21.
1WP-E7Identify the relevant details and facts of written materials
AMEND MEN T
TO ST AND ARDS
4th Grade Digital Desert
WHAT IS A
DESERT
EDUCATIONAL TECHNOLOGY
S3C1: PO1 Determine key words for use in information searches.
S3C1: PO2 Predict which information sources will provide the desired data.
S3C2: PO1 Use multiple search strategies to locate information.
S3C2: PO2 Select and use authoritative primary and/or secondary sources.
S3C2: PO3 Evaluate between fact and opinion, bias, inaccurate and misleading information by
consulting more than one source.
S3C2: PO4 Use appropriate digital tools to synthesize research information and to develop new ideas.
S3C2: PO5 Follow copyright laws when using text, images, videos and/or other sources and obtain
permission to use the work of others, and cite resources appropriately.
22.