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6/23/2017 The goals and objectives from Standard 1: Nature of Science are incorporated throughout the other science concept based units of study. These are the process standards of science. They are the tools of science, the scientific method. Please be sure as you develop the lessons to teach the science concept based units for your grade level that you include the objectives specific to your grade level from standard 1. Standard 1: Nature of Science Goal 1.1: Understand Systems, Order and Organization 4. S.1.1.1 Explain that a system consists of an organized group of related objects that form a whole. Goal 1.2: 4. 4. 4. Understand Concepts and Processes of Evidence, Models, and Explanations S.1.2.1 Make and record observations then analyze and communicate the collected data. S.1.2.2 Define observations and interferences. S.1.2.3 Make, describe and/or use models. Goal 1.3: Understand Constancy, Change, and Measurement 4. S.1.3.1 Describe how changes occur and can be measured. 4. S.1.3.2 Measure in both U.S. Customary and International System of Measurement (metric system) units. Goal 1.5: Understand Concepts of Form and Function 4. S.1.5.1 Explain the relationship between shape and use. Goal 1.6: 4. 4. 4. 4. 4. 4. 4. Understand Scientific Inquiry and Develop Critical Thinking Skills S.1.6.1 Write questions that can be answered by conducting scientific tests. S.1.6.2 Conduct scientific tests. S.1.6.3 Use appropriate tools and techniques to gather and display data. S.1.6.4 Use data to construct a reasonable explanation. S.1.6.5 Make predictions based on data. S.1.6.6 Analyze alternative explanations. S.1.6.7 Communicate scientific procedures and explanations. Goal 1.8: Understand Technical Communication 4. S.1.8.1 Analyze and follow multi-step instructions. 6/23/2017 4th Grade Vocabulary for Direct Instruction Classification – To sort objects into groups according to their properties; or order objects according to a pattern Process – A series of actions or changes that bring about an end result Recycle – The process of breaking down materials into a different form that is used again. Matter – Anything that has mass and takes up space Photosynthesis – A process in which plants use energy from sunlight to make food Nutrients – A substance that a living thing needs to live and grow Reproduce – The process of making more of one’s own kind. Population – All the organisms of the same kind that live in an ecosystem Decomposer – A living thing that breaks down the remains of dead organisms Food energy – The energy in food that moves through a food chain Food Web – Two or more food chains that overlap Words to Emphasize During all Experiments and Activities Investigation – To find out as much as possible about something; to observe in detail; examine systematically. Experiment – To investigate and collect data that either supports a hypothesis or shows that it is false while controlling variables and changing only one part of an experimental setup at a time. (4-5) Procedures – A step by step process (the steps of an experiment) Observe – To use the senses and tools to gather or collect information. Record – To write (in tables, charts, journals, draw, audio record, video record, photograph) to show observations. Data – The results of an experiment Evidence- Information and facts that help you prove something Analyze – To look at collected information (data) to make predictions or draw conclusions. 6/23/2017 Critical Content/Concept Web Unit Topic: Adaptations of Plant and Animals within Ecosystems Conceptual Lens: Grade: Unit Overview Change This unit is designed to expand and enrich the student’s prior basic knowledge that animals and plants compete and cooperate in ecosystems. The concepts of biomes and living and nonliving factors will be introduced. Students will explore interrelationships in far more detail, the effect of ecosystem change on those interrelationships, and organisms’ adaptations to those changes. Additionally food web, decomposers, and the idea of energy and matter being recycled by the system will be explored. 4th ECOSYSTEMS /BIOMES Habitat Relationships Communities Food chain Food web Living (Biotic) and Nonliving (Abiotic) factors Approximate Time: 18 weeks (1 semester) PLANTS / ANIMALS WITHIN ECOSYSTEMS Producers Consumers Decomposer Interactions Adaptations 6/23/2017 Unit Topic: Adaptations of Plant and Animals within Ecosystems Resources: HMS Unit B HMS Chapter Books: Ecosystems, CLASSIFYING ANIMALS Invertebrates Vertebrates Adaptations Communities and Biomes, Life in Ecosystems Discovery Works Kit Classifying Animals Unit Resources Basal Text Look to the North: A Wolf Pup Diary Night of the Pufflings How to Baby-sit an Orangutan Saguaro Cactus Fly Traps: Plants That Bite Back Leveled Readers Hiding to Survive (On) Prairie Dog Town(On) Everglades Forever (On) The Mean Green Carnivores (Adv) Don’t Go There (Adv) The Land of Little Water (Below) Beaks and Wings (ELL) Plants of the Rain Forest (ELL) HMS On – Line Science Readers Amazing Adaptations Animals of Alaska Animals of the Amazon Biodiversity Hotspots Biomes California’s Pygmy Rabbit Cave Creatures Life on The Serengeti Mysteries of the Deep Prairie Dogs and Black-Footed Ferrets Studying the Past Whale! Nantucket Whaling Days Wild Adaptations Suggested Literature Not Provided By the District Owls in the Family, Farley Mowat Cages, Peg Kehret My Side of the Mountain, Jean Craighead George The World that Jack Built, Ruth Brown A River Ran Wild, Lynne Cherry One Day in the Tropical Rain Forest Here is the Arctic Winter, Madeline Dunphy Here is the Wetland, Madeline Dunphy Here is the Coral Reef, Madeline Dunphy Come Back, Salmon Island of the Blue Dolphins, Scott O’Dell 6/23/2017 Sign of the Beaver, Elizabeth Speare The Incredible Journey, Sheila Bumford Bears, Joni Phelps Hunt The City Kid’s Field Guide, Ethan Herberman Here is the African Savanna, Madeline Dunphy Here is the Tropical Rain Forest, Madeline Dunphy Here is the Southwest Desert, Madeline Dunphy Poppy Avi Midnight Fox, Betsy Byars There ‘s an Owl in the Shower, Jean Craighead George Grade: 4th Subject: Science Unit: Adaptations of Plant and Animals within Ecosystems Lens: Change Enduring Understandings Guiding Questions 1. Natural processes alter systems. 1. 4. S.1.1.1 Explain that a system consists of an organized group of related objects that form a whole. 4.S.1.2.3 Make, describe and/or use models 4.S.1.3.1 Describe how changes occur and can be measured 4. S.1.5.1 Explain the relationship between shape and use. 4. S.3.1.1 Analyze and communicate the adaptations of plants and animals to their environment. 2. 3. 4. 5. 6. 7. 8. 9. 6/23/2017 Systems a. What is a system? b. What is a natural system? C. What is an ecosystem? Biotic (living) and abiotic (nonliving) factors have dependent and interdependent relationships. a. What is a biotic factor? b. What is an abiotic factor? c. How do abiotic factors affect biotic factors in an ecosystem? Biomes support specific types of organisms. a. What is a biome? b. What environments support life? c. What changes are caused by heating and cooling biomes? d. How do abiotic factors affect biotic factors in an ecosystem? The sun provides almost all living energy. a. How do plants make their food? b. How much of the sun’s energy is transferred up the food chain? Living organisms depend on the food chain within a biome for survival. a. What is a food chain? b. What is a food web? c. What might cause a change in a food chain? Natural processes alter an ecosystem. a. What natural events cause change in an ecosystem? b. How would they affect the populations in an ecosystem? A species survival depends on its ability to adapt to or change its environment. a. Why do species adapt? b. How do species adapt? c. What types of change would cause a species to adapt Changes in population may require plants & animals to adapt. d. What is a community? e. What is a population? f. What is a species? g. How do living organisms interact in an ecosystem? The extinction of a species may disrupt the food chain. a. b. c. d. e. 2. All things can be classified into categories. 4. S.3.1.2 Describe the difference between vertebrate and invertebrate animals. 4. S.3.1.3 Classify the five groups of vertebrates (mammal, reptiles, amphibians, birds, and fish) based on characteristics. 6/23/2017 What do threatened, endangered, and extinct mean? What causes an organism to become extinct? What role have humans played in extinction? How might the extinction of a species affect other populations? Will the extinction of a species affect humans? 2. There are two categories of animals: vertebrates & invertebrates. a. What are the characteristics of vertebrates and invertebrates? b. What are the five classes of vertebrates? Grade: 4th Subject: Science Unit: Adaptations of Plant and Animals within Ecosystems Lens: Change Critical Content and Skills Students will Know… 1. An ecosystem is made up of all the living and nonliving things that interact in an area. 2. The nonliving parts of an ecosystem help living things meet their needs. 3. The living (biotic) and non-living (abiotic) factors of an ecosystem. 4. Different plants and animals live in different ecosystems. 5. Definition of a biome. 6. Organisms in an ecosystem interact and depend on each other. 7. All energy in MOST ecosystems comes from the sun. (Deep sea vent and geothermal vent ecosystems are not dependent on the sun) 8. The role of producers, consumers, and decomposers. 9. The difference between a food web and a food chain. 10. Scavengers and decomposers recycle energy and matter in ecosystems. 6/23/2017 Students will be able to… 1. Explore and examine an ecosystem. a. Set up a terrarium b. Record findings 2. Identify, observe, and record data. 3. Create and label a model/diagram/poster/book. 4. Classify the 5 groups of vertebrates based on characteristics. a. Mammal b. Reptile c. Amphibians d. Birds e. Fish 11. Natural and man made events can disturb an ecosystem. 12. What causes adaptations in plant and animal species to their biomes. 13. A species survival depends upon its ability to adapt or to change its environment. 14. What causes the extinction of an organism. 15. The difference between vertebrate and invertebrate animals. 6/23/2017 Grade: 4th Subject: Science Unit: Adaptations of Plant and Animals within Ecosystems Lens: Change Instructional Plan/Activities (Correlations) 1. Explore and examine local ecosystem. 2. Sort and label pictures of animals, plants, and landforms of biomes. 3. Create a biome. 4. Create a vertebrate with a physical adaptation. Identify the adaptation, explain the need, and its use. “Create-a-Critter” 5. Given a food web with a key food source eliminated, the students will create an adaptation that will ensure survival. 6. See Project Wild activities. 7. Take a field trip to the Botanical Gardens, Birds of Prey Center, and/or Zoo Boise 8. Make a list of careers that deal with the ecosystems/environment. 6/23/2017 Critical Content/Concept Web Unit Topic: Solar System Conceptual Lens: Grade: Unit Overview Systems/Cycles This unit builds on the student’s prior knowledge of the Sun, Moon and Earth System and how they each effect the day, year, and seasons. The focus of this unit is to explore the history, current, and future exploration of our Solar System. Students will understand how the components within the solar system are independent, yet interrelated. 4th SOLAR SYSTEMS Order of Planets Sun Moon Comets/Meteors/Asteroids TECHNOLOGY Telescopes Space shuttles/rockets Satellites Unit Topic: Solar System GRAVITY Orbits Tides Understand what technology scientists use to explore the solar system. Know basic facts about planets, stars, galaxies, and natural satellites. Approximate Time: 6-8 week unit Resources: Experience Science Space Kit Video Media Video, CD “The Planets” Video Disc: The Great Solar System Rescue Bill Nye-Space Magic School Bus Lost in Space Schlessinger Space Exploration 6/23/2017 HMS Student Edition Unit D Chapter 11 (supplemental) Planetarium at Capital High School Star Lab at Centennial High School Unit Resources Basal Text HMS On – Line Science Readers A Visit to the Planetarium Galileo Galilee, Astronomer 6/23/2017 Grade: 4th Subject: Science Unit: Solar System Lens: Systems/Cycles Enduring Understandings 1. Space systems have components that function independently and yet are interrelated. 4. S.4.1.1 Compare and contrast the basic components of our solar system (planets, sun, moon, asteroids, comets, meteors). 4. S.4.1.2 Explain the effect of gravity on orbits and objects. 4. S.4.1.3 Explain the effect of moon’s gravity on Earth’s tides. 4. S.2.1.2 Describe the physical properties of solids, liquids, and gases. 4.S.2.1.3 Explain the changes caused by heating and cooling materials Guiding Questions a. What is a solar system? b. What are the basic components of a solar system? c. How are the components of the solar system independent? d. How does the earth compare with other planets with an emphasis on conditions necessary for life? e. What is gravity? f. What effects of gravity can we see on earth? g. What effect does gravity have on the solar system? 2. Technology increases our knowledge base within the solar system. a. What tools do we use to observe the solar system? b. What do we discover with these tools? 4. S.5.2.1 Identify tools used for space exploration and for scientific investigations. c. How do discoveries change our understandings of the universe? d. How does technology increase our knowledge-base within and beyond the solar system? 6/23/2017 Grade: 4th Subject: Science Unit: Solar System Lens: Systems/Cycles Critical Content and Skills Students will know… 1. Characteristics of each planet and why they have those characteristics. a. Note: JPL and NASA websites are excellent sources 2. Difference between comets, meteors, asteroids. Students will be able to… 1. Compare and contrast using a model/book. 2. Summarize information and interpret graphs, charts, and organized information through the use of observation and recording data. 3. Use technology. (JPL/NASA websites) 3. Effects of gravity on orbits and objects. 4. Create a scale model of the solar system. 4. Reason for Earth’s tides. 5. Scientists make discoveries that change our understanding of the universe. 6/23/2017 5. Describe the technologies used by scientists to make new discoveries of a universe. Grade: 4th Subject: Science Unit: Solar System Lens: Systems/Cycles Suggested Instructional Plan/Activities (Correlations) 1. Create comparison charts of planets (size, probable atmosphere, temperature, distance from sun, composition). 2. Draw a picture of the moon and earth illustrating the force of gravity pulling the moon into orbit and the moon pulling on earth’s oceans causing the tides. 3. Students use their bodies to build a model of planetary revolution, illustrating the causes of seasons with oral explanations. 6/23/2017 Critical Content/Concept Web Unit Topic: Magnetism and Electricity (Nature of Science) Conceptual Lens: Grade: Unit Overview Energy and Matter 4th Electricity Magnetism Magnetic Fields Magnetic Force Poles Unit Topic: Electricity and Magnetism Atomic Structure Electrons Protons Charges Static Current Insulators Conductors Circuits Through the scientific method, the student explores the properties of magnets and the behavior of electric charges in both static and current electricity. Through the resources and activities, students investigate how magnets pull on things made of iron without touching them, act through other materials, and exert a push or a pull on other magnets. Students also discover that electrically charged materials exert a push or pull on other objects. They investigate electric current by creating series and parallel circuits and devices such as electric cells and electromagnets. Finally, students examine how electric power is generated and transported, and focus on electrical safety. Approximate Time: 6-8 week unit Resources Experience Science Electricity Kit Student Text, Unit F, Chapter 15 (supplemental) 6/23/2017 Unit Resources Basal Text HMS On – Line Science Readers Wind and Water, Two Great Powers Windmills 6/23/2017 Grade: Fourth Subject: Science Unit: Magnetism and Electricity Lens: Energy and Matter Enduring Understandings Guiding Questions 1. Magnets have poles that exert a push or a pull (force). a. When you put like magnetic poles together do they pull or push? b. When you put opposite poles together do they pull or push? c. When you spread iron filings on a paper and move a magnet underneath it what happens? d. Do magnets create a field of force? e. Is that force blocked by paper? 2. Atoms have particles that exert a push or a pull. a. b. c. d. 3. Magnets can be used to generate an electrical current. a. What happens to the micro-amp meter when you pass a magnet through a wire coil? b. What happens when you pull the magnet back the other way? c. What does a micro-amp meter measure? (Electrical current) d. Can you generate an electrical current with a magnet? 4. Electrical currents behave in predictable ways. 6/23/2017 a. b. c. d. What are the particles of an atom? What charge does an electron have? What charge does a proton have? Do like charges attract (pull) or repel (push)? What is an electrical current? How do we create it? How do we use it? In what ways is it predictable? Grade: Fourth Subject: Science Unit: Magnetism and Electricity Lens: Energy and Matter Critical Content and Skills Students will know… Students will be able to… 1. Magnets attract certain materials such as iron and steel. 1. Use the multiple steps of the scientific process. 2. Magnets have North and South poles. 2. Detect magnetic properties. 3. Magnets have magnetic fields that exert forces in all directions around the magnet. 3. Measure magnetic force. 4. A magnetic field can be used to generate an electrical current. 5. An electrical current can be used to generate a magnetic field. 6. Definition of an atom. 7. Static electricity consists of an electric charge on the surface of an object. 4. Identify the parts of an atom. 5. Diagram an atom. 6. Label atomic charges. 7. Explain how electrical charges affect the behavior of protons and electrons. 8. Compare and contrast conductors and insulators. 9. Construct parallel and series electrical circuits. 8. Current electricity is the flow of negative charges through a conductor in a closed circuit. 9. How to construct electric circuits. 10. Electrical energy is changed into useful energy such as heat and light by electrical devices to produce heat, light, and motion. 6/23/2017 10. Diagram a light bulb. Grade: Fourth Subject: Science Unit: Magnetism and Electricity Lens: Energy and Matter Suggested Instructional Plan/Activities (Correlations) 6/23/2017