Download Science SOL 4 - Staunton City Schools

Weeks
Weeks 1-2
Weeks 3-7
Week 8
Week 9-14
Week 15-16
Week 17
Week 18-22
Weeks 23-25
4th Grade Science Pacing Overview 2007-2008
Theme
SCIENTIFIC INVESTIGATION
Scientific Method/ Measurement
SOL 4.1(A-H)
LIFE PROCESSES AND LIVING SYSTEMS
Plants
SOL 4.4(A-H)
REVIEW/ RETEACH/ RECYCLE
EARTH/ SPACE SYSTEMS AND CYCLES
Weather
SOL 4.6(A-J)
FORCE, MOTION, ENERGY, AND MATTER
Force and Motion
SOL 4.2(A-H)
REVIEW/ RETEACH/ RECYCLE
FORCE, MOTION, ENERGY, AND MATTER
Electricity
SOL 4.3(A-N)
EARTH/ SPACE SYSTEMS AND CYCLES
Earth Patterns, Cycles, and Change
Summary of SOLs for this time block
SOL 4.1(A-H)
SOL 4.4(A-H)
Summary of SOLs for this time block
SOL 4.6(A-J)
SOL 4.2(A-H)
Summary of SOLs for this time block
SOL 4.3(A-N)
SOL 4.7(A-I)
SOL 4.7(A-I)
Week 26
Weeks 27-32
Weeks 33-35
BENCHMARK TESTING
REVIEW/ RETEACH/ RECYCLE
LIFE PROCESSES AND LIVING SYSTEMS
Behavioral and Physical Adaptations
SOL 4.5(A-H)
LIVING SYSTEMS/ EARTH
Virginia Natural Resources
SOL 4.8(A-G)
Week 36
Summary of SOLs for this time
block
SOL 4.5(A-H)
SOL 4.8(A-G)
REVIEW/ RETEACH/ RECYCLE
** Science Benchmark testing is scheduled for assessment ONLY for Week 26
SCIENCE PACING – STANDARD 4.1
WEEK(S): 1 – 2
The student will plan and conduct investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) hypotheses are formulated based on cause-and-effect relationships;
c) variables that must be held constant in an experimental situation are defined;
d) appropriate instruments are selected to measure linear distance, volume, mass, and temperature;
e) appropriate metric measures are used to collect, record, and report data;
f) data are displayed using bar and basic line graphs;
g) numerical data that are contradictory or unusual in experimental results are recognized; and
h) predictions are made based on data from picture graphs, bar graphs, and basic line graphs.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
A. Differentiate among
simple observations,
conclusions, inferences, and
predictions, and correctly
apply the terminology in oral
and written work. This
requires students to
comprehend the basic
terminology and apply it in
novel situations related to
fourth grade SOL concepts.
(4.1, 5.1)
Sentence/ Bullet b):
F. Create a plausible
hypothesis, stated in terms of
cause and effect, from a set of
basic observations that can be
tested. This requires a student to
comprehend what “cause and
effect” is and to be able to apply
that idea in new situations. The
application should occur in
terms of fourth grade SOL-
Plan
Investigate
Differentiate
Apply
Comprehend
Instructional Activities
The student will . . .
Related
SOLs
Evidence of Mastery
(Common
Assessment)
CA “Flower
Dissection Data
Sheet”
CA “Little
Sprouts Data Sheet”
Plan
Investigate
Create
Comprehend
Apply
CA “Flower
Dissection Data
Sheet”
Suggested
Resources
related concepts or other
concrete situations. Hypotheses
should be stated in terms such
as: “If the water temperature is
increased, then the amount of
sugar that can be dissolved in it
will increase.” (4.1)
Sentence/ Bullet c):
G. Analyze the variables in a
simple experiment, and decide
which must be held constant
(not allowed to change) in order
for the investigation to
represent a fair test. This
requires students to comprehend
what “variables” are and to
apply that idea in new situations
related to fourth grade SOLrelated concepts. Variables are
either manipulated or
responding.
Sentence/ Bullet d):
D. Choose the appropriate
instruments, including
centimeter rulers, meter sticks,
graduated cylinders, beakers,
scales and balances, and
Celsius thermometers, for
making basic metric measures
of linear distance, volume,
mass, and temperature. (4.1,
5.1)
Sentence/ Bullet e):
C. Use millimeters,
centimeters, meters,
kilometers, milliliters, liters,
grams, and kilograms in
measurement. (4.1, 5.1)
Plan
Investigate
Analyze
Decide
Comprehend
Apply
Plan
Investigate
Choose
Plan
Investigate
Use
CA “Flower
Dissection Data
Sheet”
CA “Little
Sprouts Data Sheet”
(rulers; mass)
CA “Little
Sprouts Data Sheet”
(mm/cm; grams)
Sentence/ Bullet f):
B. Analyze a set of 20 or
fewer objects, measures, or
pictures; classify them into
basic categories to organize
the data (descriptive or
numerical); and construct bar
graphs and line graphs
depicting the distribution of
those data. (4.1)
Plan
Investigate
Analyze
Classify
Construct
Plan
H. Judge which, if any, data in Investigate
a simple set of results (generally Judge
Determine
10 or fewer in number) appear
CA “Little
Sprouts Data Sheet”
(line graph)
Sentence/ Bullet g):
CA “Flower
Dissection Data
Sheet”
to be considerably outside the
expected range. Students
should be able to determine the
significance of unusual data.
Sentence/ Bullet h):
E. Make predictions based on
picture graphs, bar graphs,
and basic line graphs. (4.1,
5.1)
Plan
Investigate
Predict
CA “Little
Sprouts Data Sheet”
(line graph)
SCIENCE PACING – STANDARD 4.2
WEEK(S): 15 - 16
The student will investigate and understand characteristics and interaction of moving objects. Key concepts include
a) motion is described by an object’s direction and speed;
b) forces cause changes in motion;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
A. Describe the position of
an object.
Sentence/ Bullet a):
C. Explain that speed is a
measure of motion.
Sentence/ Bullet a):
F. Describe the direction of
an object’s motion: up, down,
forward, backward.
Sentence/ Bullet b):
B. Collect and display in a
table and line graph time and
position data for a moving
object.
Sentence/ Bullet a) and b):
D. Interpret data to determine
if the speed of an object is
increasing, decreasing, or
remaining the same.
Instructional Activities
The student will . . .
Related
SOLs
Investigate
Describe
Stand in a line and describe their position to
one another. Switch and describe.
Investigate
Explain
Describe
Build the basic Kinex car. Describe its
motion. Roll the car slowly and quickly.
How did the motion change? Speed is a
measure of motion. Complete a guided
reading activity on the book: Forces and
Motion.
Gently toss a Nerf Ball around the room to
each other and describe the object’s
direction.
Each student will throw the ball and describe
the direction of the ball’s motion.
Using the Kinex cars built in a previous
4.1
lesson, attach a rubber band for energy
source. Set up a test track with a roll of
paper. Propel car with rubber band and
record the distance on paper. Also record
the amount of time it took the car to move
down the track after winding the rubber
band 4, 6, and 8 turns. Test each three times
to be sure of a good result. Create a table
and line graph showing results.
Set up a drop weight system to propel the
4.1
Kinex car. Apply different amounts of
weight to the car and observe how the speed
of the object is changed. Test 3 times for a
good result. Record the data.
Investigate
Describe
Investigate
Collect
Display
Graph
Investigate
Create
Analyze
Interpret
Evidence of Mastery
(Common
Assessment)
Suggested
Resources
Verbal description of
their own placement in
line .
Students completion of
guided reading
activity.
Carolina Force and
Motion Kit
Forces and Motion
Verbal knowledge of
the direction of motion
as they threw the ball
Evaluation of graph
and table.
Observe groups
analyzing other’s data.
Question findings.
Carolina Force and
Motion Kit
Create a table and line graph. Switch results
with another group. Determine if the car’s
speed is increasing, decreasing or remaining
the same by analyzing another group’s data.
Sentence/ Bullet b):
E. Identify the forces that
cause an object’s motion.
Investigate
Identify
Determine
Conduct experiments with drop weight
system, and rubber band energy. Determine
what is making the car move. Record
findings in science notebooks.
Evaluate notebooks
Investigate
Infer
Complete a guided reading activity on
Amusement Park Science. Brainstorm a list
of things that move. What do they all have
in common? Kinex are Kinex because they
move. Kinex=Kine tic energy.
Evaluate answer to
this question: What do
all moving objects
have in common?
Sentence/ Bullet c):
Sentence/ Bullet d):
G. Infer that objects have
kinetic energy.
SCIENCE PACING – STANDARD 4.3
WEEK(S): 18 - 22
The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits (open/closed, parallel/series);
c) static electricity;
d) the ability of electrical energy to be transformed into heat, light, and mechanical energy;
e) simple electromagnets and magnetism; and
f) historical contributions in understanding electricity.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a) and b):
A. Apply the terms
insulators, conductors, open
and closed in describing
electrical circuits.
Sentence/ Bullet b):
B. Differentiate between an
open and closed electric
circuit.
C. Use the dry cell symbols
(–) and (+).
D. Create and diagram a
functioning series circuit
using dry cells, wires,
switches, bulbs, and bulb
holders.
E. Create and diagram a
functioning parallel circuit
using dry cells, wires,
switches, bulbs, and bulb
holders.
Investigate
Apply
Describe
Investigate
Differentiate
Instructional Activities
The student will . . .
Related
SOLs
Evidence of Mastery
(Common
Assessment)
Suggested
Resources
Predict whether different materials are
insulators or conductors and test them in a
basic circuit. Students will classify and
record these items onto a T-chart. Students
will test their predictions by inserting each
item into a basic circuit to see if it conducts
electricity.
Construct basic circuits and observe how a
closed circuit has a continuous flow of
electricity which will light a light bulb.
Students will then experiment with adding
insulators into the circuit and making gaps
or openings in the circuit and make
observation.
4.1
Students will properly
classify materials and
record them on a Tchart. They will also
test each material in a
circuit to check their
predictions.
Students will build an
open and closed circuit
and tell how and why
they are different.
Carolina Electricity
Kit
4.1
Carolina Electricity
Kit
CA “Electrical
Circuit Matching”
Investigate
Use
Investigate
*Plan*
Create
Diagram
Design parallel and series circuits and
illustrate them in their science notebooks.
Illustrate different
kinds of circuits in
science notebooks. All
parts of the circuit
including: dry cell, and
its symbol, switches,
wire, bulbs, and bulb
holders must be shown
and labeled.
Carolina Electricity
Kit
F. Differentiate between a
parallel and series circuit.
Investigate
Differentiate
Build two different parallel and two
different series circuits. Observe and record
the differences between them in appearance
and the amount of light produced.
Record findings on a
T-chart labeled parallel
and series circuit.
Draw and label each
circuit in notebook.
Carolina Electricity
Kit
T-chart graphic
organizer labeled
parallel and series
CA “Electrical
Circuit Matching”
Sentence/ Bullet c):
J. Design an investigation
using static electricity to
attract or repel a variety of
materials.
K. Explain how static
electricity is created and
occurs in nature.
Investigate
*Plan*
Design
Brainstorm ways that static electricity
affects our lives everyday. Make
observations as to the cause of static
electricity in nature.
Investigate
Explain
Videostreaming: Hot Line All About
Electricity
Computer Lab or
Computer and LCD
Videostreaming: Hot
Line All About
Electricity
Sentence/ Bullet d):
Sentence/ Bullet e):
G. Create a diagram of a
magnetic field using a magnet.
Investigate
*Plan*
Create
H. Compare and contrast a
permanent magnet and an
electromagnet.
Investigate
Compare
Contrast
I. Explain how electricity is
generated by a moving
magnetic field.
Investigate
Explain
Conduct experiments using magnets.
Pour iron shavings on a piece of paper
which covers a bar magnet. Observe where
the shavings landed, note where the most
shavings settled.
Videostreaming wvpt4learning.com
Dr. Dad's PH3: Episode Three:
Electromagnetism (14:45)
Diagram and label the
results of this
experiment labeling the
parts of the magnet and
its field.
Complete a Venn
Diagram showing how
electromagnets and
permanent magnets are
alike and different.
Exit ticket/ Write three
things that you learned
from the video that
explain how electricity
is generated by a
magnetic field.
Bar magnets and iron
shavings( You may
have to borrow these
from the second
grade kit)
Venn Diagram
Computer Lab or
Computer and LCD
Videostreaming:
Dr. Dad’s PH3:
Episode Three:
Electromagnetism
L. Construct a simple
electromagnet using a wire,
nail, or other iron-bearing
object, and a dry cell.
M. Design and perform an
investigation to determine the
strength of an electromagnet.
(The manipulated variable
could be the number of coils
of wire and the responding
variable could be the number
of paperclips the magnet can
attract.)
Sentence/ Bullet f):
N. Describe the contributions
of Ben Franklin, Michael
Faraday, and Thomas Edison
to the understanding and
harnessing of electricity.
Investigate
*Plan*
Construct
Conduct experiments with permanent
magnets. Create an electromagnet and pick
up paper clips. Observe what is necessary
for an electromagnet to work.
Investigate
*Plan*
Design
Perform
Students will plan a way to test the strength
of their electromagnets. Students should
determine how the number of coils affect the
number of paper clips picked up.
Investigate
Describe
Create an experiment
and test. Plan and
results will be recorded
and evaluated.
Use a 3-part graphic
organizer to list the
contributions of Ben
Franklin, Michael
Faraday, and Thomas
Edison
Construct a time line
of electrical
achievements and
inventors.
SCIENCE PACING – STANDARD 4.4
WEEK(S): 3 – 7
The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants (leaves, stems, roots, and flowers);
b) processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and seed);
c) photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar); and
d) dormancy.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
B. Analyze a common plant:
identify the roots, stems,
leaves, and flowers, and
explain the function of each.
Investigate
Analyze
Identify
Explain
Instructional Activities
The student will . . .
Plant Carolina Fast Grow Plant.
Observe the process of growth from seed
to seed. Observe the growth of the plant
from germination. Chart daily growth of
the plant in centimeters. As plants grow,
thin the plants and observe the removed
plants with a hand lens. Identify the
roots, stem, and leaves. Students will
analyze each part and discuss how each
part does its job and why each part looks
like it does. When flower appears on
plant observe closely and determine why
the flower’s structure is right for
reproduction.
Related
SOLs
Evidence of Mastery
(Common
Assessment)
Students will draw
and label a common
plant and describe
why each part is best
to perform its
function.
CA “Flower
Dissection”
CA “Plant Part
Match-up”
CA “Plant
Review”
CA “Little
Sprouts Data Sheet”
Suggested
Resources
Carolina Fast Grow
Plant Kit
Sentence/ Bullet b):
A. Create a model/diagram
illustrating the parts of a
flower (stamen, pistil, sepal,
ovary, ovuole, seed) and
explain the functions of those
parts.
C. Create a model/diagram
illustrating the reproductive
processes in typical flowering
plants, and explain the
processes.
Investigate
Create
Explain
Illustrate
Complete a guided reading activity with
the book Flowers, Plants, and Seeds.
Identify the flower’s reproductive parts
and discuss what each does.
Dissect a live flower. Observe the
flower’s reproductive parts and identify
each reproductive part. Students will
explain the function of each part.
Dissect a bean seed and observe the seed
and embryo.
Students will
Flowers, Plants,
construct a model
and Seeds
with multi-colored
construction paper
Carolina Plant Kit
and label each part of
the flower. The
function of each part
will also be
identified.
Draw and label the
parts of a bean seed.
CA “Label Parts
of a Flower”
CA “Plant
Review”
CA “Plant Part
Mach-up”
CA “Flower
Dissection”
Sentence/ Bullet b):
D. Compare and contrast
different ways plants are
pollinated.
Investigate
Compare
Contrast
Pollinate the Fast Grow flowers with
bees. Discuss other ways of pollination
of flowering plants in nature. Observe
the development of seed pods on plants.
Take a nature walk and observe some
flowering plants. Discuss other ways for
pollination to occur in nature.
Students will pair and design an
experiment that shows how sunlight
affects plant growth.
Sentence/ Bullet b):
E. Explain that ferns and
mosses reproduce with spores
rather than seeds.
Investigate
Explain
Read Plant Reproduction interactive
notebook page.
Draw and label the
pollination process.
Write about what
needs to happen for
pollination and
reproduction of
flowering plants to
occur.
Complete a graphic
organizer which
compares and
contrasts the
different pollination
methods which occur
in nature.
Students will read,
illustrate, and
generate questions
about mosses, ferns
and spore
reproduction.
Students will explain
in written form how
mosses and ferns
reproduce with
spores and not seeds.
Carolina Fast
Grow Plant Kit
It’s Elementary
Interactive
notebook page on
plant reproduction
CA “Plant
Review”
Sentence/ Bullet c):
F. Explain the process of
photosynthesis, using the
following terminology:
sunlight, chlorophyll, water,
carbon dioxide, oxygen, and
sugar.
Investigate
Explain
Place plants in a window and cover part 4.1
of the leaf. Place another plant in the
window and cover leaves with vasoline.
Place another plant in a dark place.
Place one more plant in the window and
deny it water. Observe the plants for one
week and record observations.
Students will
interpret their
findings and explain
them to a partner and
teacher.
CA
“Photosynthesis”
Observation sheet
Sentence/ Bullet c):
G. Design an investigation to
determine the relationship
between the presence of
sunlight and plant growth.
Sentence/ Bullet d):
H. Explain the role of
dormancy for common plants.
Investigate
*Plan*
Design
Each pair of students will be given two
4.1
plants and will plan an experiment which
shows how sunlight affects plant growth.
Investigate
Explain
Observe the changes in weather,
temperature and daylight. Chart the
changes over a period of weeks.
Observe the trees in the school yard over
the same time. Record data. Discuss
what in nature is causing the changes in
the trees. Generate a class list as to why
these changes are occurring. Read an
interactive notebook page which
addresses dormancy. Read Why do
Leaves Change Color
4.1
Students will plan an
experiment using the
parts of the scientific
method and record
their results.
Students will explain
in writing the role of
dormancy in
common plants.
CA “Plant
Review”
Interactive
notebook page.
Why do Leaves
Change Color
SCIENCE PACING – STANDARD 4.5
WEEK(S): 27 - 32
The student will investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment. Key
concepts include
a) behavioral and structural adaptations;
b) organization of communities;
c) flow of energy through food webs;
d) habitats and niches;
e) life cycles; and
f) influence of human activity on ecosystems.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
A. Distinguish between
structural and behavioral
adaptations.
Sentence/ Bullet a):
B. Investigate and infer the
function of basic adaptations
and provide evidence for the
conclusion.
Sentence/ Bullet a):
D. Explain how different
organisms use their unique
adaptations to meet their
needs.
Sentence/ Bullet a) and b):
C. Understand that
adaptations allow an organism
to succeed in a given
environment.
Sentence/ Bullet b):
E. Describe why certain
communities exist in given
habitats.
Sentence/ Bullet b):
E. Describe why certain
Instructional Activities
The student will . . .
Related
SOLs
Investigate
Distinguish
Investigate
Infer
Provide
Investigate
Explain
Investigate
Understand
Investigate
Describe
Investigate
Describe
4.1
Evidence of Mastery
(Common
Assessment)
Suggested
Resources
communities exist in given
habitats.
Sentence/ Bullet c):
F. Illustrate the food webs in
a local area and compare and
contrast the niches of several
different organisms within the
community.
Sentence/ Bullet d) and e):
G. Compare and contrast the
differing ways an organism
interacts with its surroundings
at various stages of its life
cycle. Specific examples
include a frog and a butterfly.
Sentence/ Bullet f):
H. Differentiate among
positive and negative
influences of human activity
on ecosystems.
Investigate
Illustrate
Compare
Contrast
Investigate
Compare
Contrast
Investigate
Differentiate
SCIENCE PACING – STANDARD 4.6
WEEK(S): 9 – 14
The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather measurements and meteorological tools (air pressure – barometer, wind speed – anemometer, rainfall – rain gauge, and
temperature – thermometer); and
b) weather phenomena (fronts, clouds, and storms).
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
A. Use a thermometer to
compare air temperatures over
a period of time.
Investigate
Use
Compare
H. Measure wind speed,
using an anemometer.
Investigate
Measure
I. Measure precipitation with
a rain gauge.
Investigate
Measure
Sentence/ Bullet a) and b):
Investigate
Analyze
Use
Predict
B. Analyze the changes in air
pressure occurring over time,
using a barometer, and predict
what the changes mean in
terms of changing weather
patterns.
Sentence/ Bullet a) and b):
E. Compare and contrast the
formation of different types of
precipitation (rain, snow,
sleet, and hail).
Investigate
Compare
Contrast
Instructional Activities
The student will . . .
Related
SOLs
Evidence of Mastery
(Common
Assessment)
Suggested
Resources
Create a daily weather journal to record
temperature, precipitation, air pressure, wind
speed, cloud formation, and wind direction
over a period of about four weeks. Students
will also record daily weather and make
predictions for tomorrow.
Create an anemometer with small Dixie
cups, pencils, and pins. Take students
outside on a windy, breezy, and calm day.
Have students record the number of turns the
anemometer makes. Students should infer
the windier the day, the more turns the
anemometer makes. So many turns=how
many miles per hour the wind is.
Use a store-bought or student- made rain
gauge to measure daily precipitation.
Record in daily weather journal.
Gather data from daily weather journal and
chart the kind of weather that develops with
high and low pressure. Use results to
determine what changes in the barometer
mean for our weather. Develop a chart or
table to show information.
4.1
Evaluate daily weather
journal.
Cuisenaire Weather
Kit
4.1
Evaluate daily weather
journal
4.1
Evaluate daily weather
journal
4.1
Evaluate table or chart
Create a Venn diagram with string and
record characteristics of each form of
precipitation including what weather
conditions are necessary for the formation
on small index cards. Students will sort
according to precipitation type.
Evaluate Venn
Diagram
Sentence/ Bullet a) and b):
G. Analyze and report
information about temperature
and precipitation on weather
maps.
Sentence/ Bullet a) and b):
J. Design an investigation in
which weather data are
gathered using meteorological
tools and charted to make
weather predictions.
Sentence/ Bullet b):
C. Differentiate between the
types of weather associated
with high and low pressure air
masses. Illustrate and label
high and low pressure air
masses and warm and cold
fronts.
Sentence/ Bullet b):
D. Differentiate between
cloud types (cirrus, stratus,
cumulus, and cumulo-nimbus
clouds) and the associated
weather.
Sentence/ Bullet b):
F. Recognize a variety of
storm types, describe the
weather conditions associated
with each, and explain when
they occur (thunderstorms,
hurricanes, and tornadoes).
Investigate
Analyze
Report
Investigate
*Plan*
Design
Collect weather maps from different
newspapers. Determine what the weather
maps show for today’s weather in different
sections of the country.( east, mid-west,
west) Predict what weather conditions will
be tomorrow in the same sections by
analyzing today’s weather and observing
how fronts move. Record information on
paper and glue map to the top.
Use collected weather data to plan a weather
experiment. Predict the results.
4.1
Evaluate
4.1
Evaluate experiment
A variety of weather
maps.
Investigate
Differentiate
Illustrate
Label
Study newspaper weather maps and infer the
types of weather associated with different air
pressures and fronts. Create a fictitious map
on tag board showing the country with high
and low pressure areas and warm and cold
fronts. Label with symbols and colors used
in newspaper and television weather maps.
Evaluate weather map
Newspaper weather
maps.
Investigate
Differentiate
Read the book Looking at Clouds.
Create a cloud chart using cotton balls, gray
paint, and construction paper. Place clouds
in order of their elevation in the sky.
Students will shape clouds and color clouds
to look like the actual cloud type. Under
each cloud, students will write
characteristics of each cloud and what kind
of weather is associated with each cloud.
View clips from Twister and actual video
footage of a hurricane. Differentiate
between the two storms. Create a Venn
Diagram that shows likenesses and
differences between these two storms.
United Streaming also has many video clips
that show hurricanes and tornadoes.
Divide students into small groups and allow
each group to study one storm. They will
Evaluate cloud charts
Looking at Clouds
Investigate
Recognize
Describe
Explain
CA “How
Clouds are Formed”
4.1
Evaluate Venn
Diagram
Evaluate group
projects
Group worksheets or
quizzes from other
groups
Wild Weather Series
become experts on their storm type. They
will develop a presentation that explains
how their storm forms and report
characteristics of their storm. Students will
also develop a worksheet or quiz based on
the information they presented.
SCIENCE PACING – STANDARD 4.7
WEEK(S): 23 - 25
The student will investigate and understand the relationships among the Earth, moon, and sun. Key concepts include
a) the motions of the Earth, moon, and sun (revolution and rotation);
b) the causes for the Earth’s seasons and phases of the moon;
c) the relative size, position, age, and makeup of the Earth, moon, and sun; and
d) historical contributions in understanding the Earth-moon-sun system.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
E. Create and describe a model
of the Earth-moon-sun system
with approximate scale distances
and sizes.
Investigate
*Plan*
Create
Describe
Suggestions for Instructional Activities
The student will . . .
Related
SOLs
Suggestions for
Evidence of Mastery
(Common
Assessment)
Suggested
Resources
Model the relative size of sun (ball 27 inches
in diameter), earth (pencil eraser), and moon
(round head of pin).
4.1
(plan)
Teacher checklist for
completing Carolina
kit Earth-moon-sun
model (4.1, 5.1 –
“investigate”)
Carolina kit:
Earth-moon-sun kit
Observe movement of the Earth, moon, and
sun with the following website. Students
may click to see the varying types of
movements over varying lengths of time.
Students may complete the on-line quiz as
well as a pre-assessment.
http://www.bbc.co.uk/schools/scienceclips/a
ges/9_10/earth_sun_moon.shtml
Create an Earth-moon-sun model using
Carolina kit for Earth-moon-sun.
Engage in Guided Reading Activity with
Question and Answer Graphic Organizer
using book, What Makes Day and Night?
Bullet a):
A. Differentiate between
rotation and revolution.
Investigate
Differentiate
Bullet b):
B. Describe how the Earth’s
axial tilt causes the seasons.
Investigate
Describe
Engage in TAG (Textbook Activity Guide)
using book, The Reason for the Seasons.
Investigate
Model
Sequence
Describe
Conduct Investigation: “The Reason for
Seasons”.
Use questioning cubes to answer varying
levels of questions using appropriately
leveled book (either All About the Moon or
The Moon Seems to Change)
Bullet b):
C. Model the formation of the
eight moon phases, sequence the
moon phases in order, and
Student rubric for
completing model of
Earth-moon-sun – be
sure to include written
explanation in rubric
(4.1, 5.1 – “plan”)
4.1
4.1
T-chart for rotation and
revolution – may
include student
illustrations and
explanations
Investigation response
sheet: Describe reason
for seasons.
Book:
What Makes Day and
Night?
Sorting assessment:
Use materials provided
(sun, earth, and
varying moon phases).
Books:
All About the Moon
The Moon Seems to
Change
Book:
The Reason for the
Seasons
describe how the moon phases
occur.
Conduct Investigation: “A Moonth of
Phases”
Bullet c):
D. Describe the major
characteristics of the sun
(including its approximate size,
color, age, and overall
composition).
Investigate
Describe
H. Compare and contrast the
surface conditions of the Earth,
moon, and sun.
Bullet d):
F. Compare and contrast an
Earth-centered to the suncentered model of the solar
system.
Bullet d):
G. Analyze the differences in
what Aristotle, Ptolemy,
Copernicus, and Galileo
observed and what influenced
their conclusions.
Bullet d):
I. Describe a contribution of the
NASA Apollo missions to our
understanding of the moon.
Investigate
Compare
Contrast
Investigate
Compare
Contrast
Investigate
Analyze
Investigate
Describe
View Powerpoint demonstrating relative
size, position, age, makeup, and surface
conditions of Earth, moon, and sun.
Web with wikki stix: Students work in
teams to organize descriptions of Earth,
moon, and sun into a web using descriptions
from Powerpoint. Students may use book
resources to help them sort.
Engage in play (involving Aristotle,
Ptolemy, Copernicus, and Galileo). (See
ESS – pages 137-144.)
Complete graphic organizer: Observations
and Influences.
Engage in virtual field trip with NASA
Apollo mission to the moon
Model moon phases in
correct sequence.
Investigation response
sheet: Describe how
moon phases occur and
length of time for all
phases
Matrix, including sorts
describing relative
size, position, age, and
makeup – include
place for written
summary of
comparison and
contrast of Earth,
moon, and sun in each
category.
Compare/contrast
thinking map of Earthcentered vs. suncentered model
Matrix: list of names
and contributions;
summary of how
observations were
different
Exit pass: Recording a
contribution of the
NASA Apollo
missions
Books:
All About the Moon
The Sun
Enhanced Scope and
Sequence (ESS)
(pages 137-144)
SCIENCE PACING – STANDARD 4.8
WEEK(S): 33 – 35
The student will investigate and understand important Virginia natural resources. Key concepts include
a) watershed and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence:
A. Compare and contrast
natural and man-made
resources.
Sentence/ Bullet a):
B. Distinguish among rivers,
lakes, and bays; describe
characteristics of each; and
name an example of each in
Virginia.
Sentence/ Bullet a):
C. Create and interpret a
model of a watershed.
Evaluate the statement: “We
all live downstream.”
Sentence/ Bullet a):
D. Identify watershed
addresses.
Investigate
Compare
Contrast
Investigate
Distinguish
Describe
Name
Investigate
*Plan*
Create
Interpret
Evaluate
Investigate
Identify
Sentence/ Bullet b):
Investigate
Sentence/ Bullet c):
Investigate
Recognize
E. Recognize the importance
of Virginia’s mineral
resources, including coal,
limestone, granite, and sand
and gravel.
Instructional Activities
The student will . . .
Related
SOLs
Evidence of Mastery
(Common
Assessment)
Suggested
Resources
Sentence/ Bullet d):
F. Appraise the importance of
natural and cultivated forests in
Virginia.
Sentence/ Bullet d):
G. Describe a variety of soil
and land uses important in
Virginia.
Investigate
Appraise
Investigate
Describe