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YEARATAGLANCE
StudentLearningOutcomesbyUnit
2016-2017
SCIENCE
GRADELEVEL4
UNIT:
Magnetism&Electricity
Dates:
NetworksA&B-9/8to11/30
NetworksC&F-3/21to6/13
NetworksD&E-12/7to3/14
Overarching/generalthemes:
Magnetsandmagneticinteractions;attractionandrepulsion;circuits–open,closed,parallel,series;electromagnet
TextualReferences
Magnetism&Electricity
Teacher’sGuide(FOSS)
4Sessions,1-2weeks
Investigation1
TheForce
4Sessions,1-2weeks
Investigation2
MakingConnections
3Sessions,1-2weeks
Investigation3
AdvancedConnections
ToDemonstrateProficiencybytheEndoftheUnitStudentsWill:
! Observemagneticinteractionsbysortingobjectsbasedonwhetherornottheyareaffectedbyamagnet.Useevidence
fromthisexperimenttowriteaclaimaboutwhetherornotobjectsaremadeofiron.
! Measuretheforceofattractionbetweenmagnetsbyrecordingandorganizingtheresultsofinvestigationsinthescience
notebook.(PS-4)
! Produceclearandcoherentwritingandsciencetalkinwhichthedevelopmentandorganizationareappropriatetoa
scientificaudience.Observations/inferencesmayinclude:magneticinteractionsarecausedbythemagneticforce;
magnetsdisplayforcesofattractionandrepulsionthatdecreasewithdistance;magnetismcanbeinducedinapieceof
steelthatisclosetoortouchingamagnet.
! Recognizethatelectricityflowsthroughpathwayscalledcircuitsthatrequireacompleteloopthroughwhichan
electricalcurrentcanpassbybuildinga“testcircuit”andclosingthecircuitwithtestobjects.(PS-6)
! Identifyandclassifyobjectsandmaterialsthatconductelectricityandobjectsandmaterialsthatareinsulatorsof
electricitybypredicting,testing,andsortingtestobjectsbasedontheirabilitytoconductelectricity.Useprecise
languageandscientificvocabularytoexplainthisdistinctioninanotebook.(PS-7)
! Demonstratethataswitchisadeviceusedtoopenandclosecircuitsbyconstructingacircuitthatcanbeopened
(incompleteelectricpathway)andclosed(completepathway),andillustratingthecomponentsofthesecircuitswith
technicaldrawings.(PS-6)
! CloseReading:FOSSScienceStories,MakingStatic
! Observethefunctioningofdifferentkindsofcircuitsbycomparingthebrightnessofbulbsinbothseriesandparallel
circuits,anddocumentingtheirfindingswithwordsandtechnicaldrawings.
! Determinethedefiningcharacteristicsofseries(onlyonepathwayforcurrentflowisaseriescircuit--components
“share”theelectricenergy)andparallelcircuits(twoormorepathwaysforcurrentflow)byassemblingeachtype,and
writinginformativetextstoconveyideasinnotebooks.Usepreciselanguageandconcretedetailsinthewriting,and
illustrationstoaidcomprehension.(PS-6)
! Provideexamplesofhowenergycanbetransferredfromoneformtoanotherbyanalyzingandsolvingcircuitry
problems.Routinelywriteanddrawinasciencenotebook,overshorttimeframes,todocumenttheirsolutionstothese
problems.(PS-5)
! Demonstratethatelectricitycanproducelight,heat,andsoundbyarrangingcircuitssothatthecomponents(lightbulb,
motor,etc)eachhaveadirectpathwaytotheenergysource.Analyzecircuitstodeterminetheenergytransferstaking
placethenwriteaclaimandsupportthatpointofviewwithreasonsandevidence.(PS-5,PS-6)
! CWA:Whichcircuitwilllighttwobulbs?
UNIT:
Magnetism&Electricity
Dates:
NetworksA&B-9/8to11/30
NetworksC&F-3/21to6/13
NetworksD&E-12/7to3/14
Overarching/generalthemes:
Magnetsandmagneticinteractions;attractionandrepulsion;circuits–open,closed,parallel,series;electromagnet
TextualReferences
Magnetism&Electricity
Teacher’sGuide(FOSS)
3Sessions,1-2weeks
Investigation4
CurrentAttractions
3sessions,1-2weeks
Investigation5
ClickIt
ToDemonstrateProficiencybytheEndoftheUnitStudentsWill:
! Observetheinteractionbetweenanelectromagnetandobjectsbyconstructinganelectromagnetanddescribingthe
processandresultsoftheinvestigationintheirnotebook.
! Comparethestrengthofdifferentelectromagnetdesignsbysystematicallyinvestigatingwaystostrengthen
electromagnets(changingthenumberofwindsofwirearoundthecore,etc).Comparethestrengthofdifferent
electromagnetdesignsbyconductingexperimentswithmultipletrials,averagingresults,anddisplayingresultsina
graph.
! Recognizethatacoreofironorsteelbecomesanelectromagnetwhenelectricityflowsthroughacoilofinsulatedwire
surroundingitbybuildinganelectromagnetanddescribingtheirinvestigationusingpreciselanguageandillustrationsin
anotebook.
! Identifythattechnologyistheapplicationofsciencebydesigninganddescribingelectromagnets.(TE-2.2)
! Explorethebehaviorofanelectromagnetunderdifferentconditionsbysolvingcircuitryproblems,collectingand
interpretingdata,anddescribingfindingsusingwordsandpictures.
! Applyknowledgeofelectromagnetsbyplacinganelectromagnetinacompletecircuittomakeatelegraph.Inthis
telegraphsystem,aswitchcanserveasakey.
! Recognizethatacodeisasymbolicsystemusedforcommunicationbyencodinganddecodingclicksproducedbya
telegraph,anddocumentingtheircodedinformationintheirnotebook.
YEARATAGLANCE
StudentLearningOutcomesbyUnit
2016-2017
SCIENCE
GRADELEVEL4
UNIT:Motion&Design
Dates:
NetworksA&B-12/7to3/14
NetworksC&F-9/8to11/30
NetworksD&E-3/21to6/13
Overarching/generalthemes:Physicsofmotion;engineering/technologicaldesign;technicaltwo-viewandthree-viewdrawings;design
process;costanalysis;friction;kineticandpotentialenergy;effectofgravityonmotion
TextualReferences
ToDemonstrateProficiencybytheEndoftheUnitStudentsWill:
Motion&Design
Teacher’sGuide(STC)
2Sessions,1week
Investigation1-2
Technologicaldesignand
technicaldrawings
3-4Sessions,2weeks
Investigation3-5
Forcespushandpull
7-10Sessions,3-4weeks
Investigation6-12
Forcesandenergy
5-7Sessions,2-3weeks
Investigation13-17
Evaluatingtechnological
designs
! Recognizethataforceisanypushorpullonanobject,andthatanunbalancedforceisneededtomakearestingobject
move,tobringamovingobjecttorest,ortochangethedirectionofamovingobject.
! AssembleaK’nexvehiclefromtechnicaltwo-andthree-viewdrawings,anddocumentdifferentwaystomakeitmove.
! Observehowanobjectmovesanddescribeitsmotion(andchangesinmotion)byusingwordsandpicturestodescribe
themovementofaK’nexvehicle,andrecordingallnewvehicledesignsbydrawing.
! Describehowaforcecanchangethespeedofanobject(greaterforcescanchangethespeedofanobjectfasterthan
smallerforces)bymeasuringthetimeittakesavehicletomoveagivendistance,collectingandorganizingdataintheir
notebook,anddescribingtheresultsusingwordsandpictures.(PS-5)
! Demonstratetherelationshipbetweenthemassofanobjectandtheforceneededtochangeitsspeed(thespeedofthe
lightervehiclewillchangemorethanthespeedoftheheaviervehicle)byapplyingthesameforcetoalightervehicle
andaheaviervehicle.Theywillcollectandanalyzedatafromthisexperiment,andsynthesizethisinformationtowrite
anargumentonthistopic,andsupporttheirclaimwithreasonsandevidence.
! CloseReading:STCReading:LunarRoverMakingTracksOnTheMoon
! Giveexamplesofhowenergycanbetransferredfromoneformtoanother.Describetherelationshipbetweenthe
amountofstoredenergyandtheamountofkineticenergyassociatedwithavehiclebycollectingandorganizingdata,
andanalyzingthisdata,predictingtheeffectofanappliedforceonhowavehiclemoves,andusingthisinformationto
supportaclaimabouttheenergybeingtransformed.(PS-1,PS-5)
! Discoverthataspinningpropellerexertsaforcethatpushesairbackandmovesavehicleforwardbyconstructinga
propeller-drivenvehicle,anddescribetheprocessbywhichthepropellermakesthevehiclemove.
! Identifythatfrictionisaforcethatopposesmotion,andoccurswhentwosurfacesrubtogether,byidentifyingsources
offrictionontheirvehicle,anddocumentingtheirworkintheirnotebook.
! Recognizethatairresistanceisaforcethatcanslowthespeedofamovingvehiclebyconductinganexperimentand
analyzingthedataintheirnotebook.
! CWA:CanyoumakethisK’nexvehicletravelfarther?
! Identifymaterialsusedtoaccomplishadesigntaskbydesigning,building,testing,andmodifyingvehiclestomeetdesign
requirements.Considermanydesignrequirementsandconcerns,suchasfriction,intendedperformance,cost,typeof
energyavailable,resultsofpreviouslycollecteddata,etc.Recordandcomparethedistanceavehicletravelsunder
variousconditionsinordertohelpdesignvehiclestomeetdesignrequirements.(TE-1.1,TE-1.2)
! Recognizethatengineersdevelop,modify,andimprovedesignstomeetspecificrequirementsbycompletingdesign
challenges,andcommunicatingtheresultsoftheirinvestigationthroughrecordsheets,writtenobservations,drawings,
and/orclassdiscussions.(TE-1.1,TE-1.2)
YEARATAGLANCE
StudentLearningOutcomesbyUnit
2016-2017
SCIENCE
GRADELEVEL4
UNIT:AnimalStudies
Dates:
NetworksA&B-3/21to6/13
NetworksC&F-12/7to3/14
NetworksD&E-9/8to11/30
Overarching/generalthemes:
Animalstructure,habitat,survivalneeds,behaviorrelativetohumans,respectforandcareoflivingthings
TextualReferences
ToDemonstrateProficiencybytheEndoftheUnitStudentsWill:
AnimalStudies
Teacher’sGuide(STC)
1-2Sessions,1week
Investigation1-2
Thenatureofahabitat
6-8Sessions,2-3weeks
Investigations3-8
Structures,behaviorsand
adaptation
3-4Sessions,1-2weeks
Investigations9-11
Structures,behaviorsand
environment
! Discoverthatonewaythatscientistslearnaboutanimalsisthroughcloseobservationoveranextendedperiodoftime
byconductingtheirownlong-termanimalobservations,anddocumentingtheirfindingsusingdomainspecific
vocabulary,details,andclarifyingillustrations.Recognizethatwhenscientistsconductanimalbehaviorresearch,they
followguidelinestoensuretheaccuracyofresultsandthesafetyoftheanimals.
! Identifythatahabitatistheplacewhereananimalfindstheresources—food,water,shelter,andspace—necessaryto
surviveandreproducebyconstructingseveralanimalhabitatstomaintainanimalsoutsidetheirnaturalhabitats.
! Usetheclassroomhabitatstocompleteanimalresearchquestions,andasasourceforwritingroutinelyoverextended
periodsoftime.Comparethesehabitatstodescribehoweachtypeofanimalhasspecificneeds,suchastypeoffood,
amountofwater,andrangeoftemperature,andinferhowchangesintheenvironment(drought,cold)havecaused
someplantsandanimalstodieormovetonewlocations(migration).(LS-7)
! Describehowcertainbehaviorsandbodystructuresenableanimalstosurviveinaparticularhabitatbycompleting
descriptivewritingaboutandillustrationsofthestructuresoffrogs,fiddlercrabs,andmillipedesintheirnotebooks.
Theywillrecognizethathumansareoneoftheonlyanimalsthatcansignificantlychangetheirbehaviorstoliveina
varietyofhabitats,andthatsomebehaviorsareinstinctive(e.g.,turtlesburyingtheireggs),whileothersarelearned.
(LS-8,LS-10)
! Giveexamplesofhowinheritedcharacteristicsmaychangeovertimeasadaptationstochangesintheenvironmentthat
enableorganismstosurvivebyobservinganddescribingstructuralcharacteristicsandbehaviorsofthedwarfAfrican
frog,fiddlercrab,andmillipede.(LS-6)
! Developanimalresearchquestionsandanswerthemthroughbehavioralobservationandresearch.Theywillrecord
observationsinananimallogorsciencenotebook,andcompareandcontrastthehabitats,structures,andbehaviorsof
thedwarfAfricanfrog,fiddlercrab,millipede,andhuman.
! Describehoworganismsmeetsomeoftheirneedsinanenvironmentbyusingbehaviors(patternsofactivities)in
responsetoinformation(stimuli)receivedfromtheenvironmentbycollecting,analyzing,anddrawingconclusionsfrom
animalbehaviorobservationsanddata.(LS-8)
! CWA:CouldanAfricandwarffrogsurviveinafiddlercrab’shabitat?
UNIT:AnimalStudies
Dates:
NetworksA&B-3/21to6/13
NetworksC&F-12/7to3/14
NetworksD&E-9/8to11/30
6-10Sessions,3-4weeks
Overarching/generalthemes:
Animalstructure,habitat,survivalneeds,behaviorrelativetohumans,respectforandcareoflivingthings
TextualReferences
ToDemonstrateProficiencybytheEndoftheUnitStudentsWill:
AnimalStudies
Teacher’sGuide(STC)
Investigations12-17
Survivalinaparticularhabitat
! Supportconclusionsaboutanimalbehaviorsandhabitatneedswithreasonsthatarebasedonobservationand
experience.Throughouttheunit,studentswillcommunicateideasthroughwritinganddiscussion.
! Predict,observe,andrecordtheresultsofasimpleexperimenttotestananimal’sresponsetoasuddenchangeinits
habitat.
! Enhanceunderstandingoftheinteractionbetweenananimalanditshabitatbyreadingnon-fictiontexts,andproviding
referencestodetailsand/orexamplesasappropriatewhenexplaininginferencesdrawnfromthetextorexplainingwhat
thetextsaysexplicitly.(LS-9)
! Applyknowledgeaboutplantsandanimalstowhattheyknowaboutthemselvesbymakingadrawingand/orwritinga
sentenceaboutasimilarityandadifferencebetweenboththemselvesandaplant;andthemselvesandananimal.
! Careforplantsandanimalsoutsidetheirnaturalenvironmentstodevelopapositiveattitudetowardlivingthings.
! Closereading:STCreadingselectionWhatMakesBeaversSpecial
YEARATAGLANCE
StudentLearningOutcomesbyUnit
2016-2017
SCIENCE
GRADELEVEL4
UNIT:RocksandMinerals
Dates:
NetworksA&B-9/8to11/30
NetworksC&F-12/7to3/14
NetworksD&E-3/21to6/13
9Sessionsover2weeks;
Teacherschooseatimeframe
withinthedatesidentifiedfor
eachnetwork,usuallywhile
waitingforunitdelivery.
Overarching/generalthemes:
RockandMineraltypesandproperties;geologists’fieldtests;identification;formation;classification–metamorphic,sedimentary,igneous
TextualReferences
ToDemonstrateProficiencybytheEndoftheUnitStudentsWill:
RocksandMinerals
BPS-developedUnit
TeacherGuidewrittenbyBPS
teachers.
! Explainthatrocksarecomposedofearthmaterialscalledmineralsthatcannotbephysicallybrokenapartanyfurther.
(ES-1)
! Identifythephysicalpropertiesofminerals(hardness,color,luster,cleavage,andstreak),andexplainhowmineralscan
betestedforthesedifferentphysicalpropertiesbyusingthesepropertiestoseriateminerals.(ES-2)
! Identifythethreecategoriesofrocksbasedonhowtheyareformed,andexplainthenaturalandphysicalprocessesthat
createtheserocksbyobservingandclassifyingdifferentrocksamples.(ES-3)