Science Grade 4
- 1 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC2Aa
Standard Classify populations of organisms as producers and consumers by the role they serve in the ecosystem.
The What Classify organisms as producers or consumers
The How (DOK) Classify
Kid Friendly Objective I will classify populations of organisms as producers and consumers by the role they serve in the ecosystem.
Activity “How are organisms connected in a food chain?” Flip chart, p.5 WB S5
Activity Food web activity
Activity Food chain activity
Assessment of Kid Friendly Objectives Students will classify organisms as producers or consumers by creating a food web and food chain.
Academic Vocabulary Producer Ecosystem Consumer
Science Grade 4
- 2 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC2Ab
Standard Differentiate between the types of consumers (herbivore, carnivore, omnivore, and detrivore/decomposer).
The What Differentiate between the types of consumers
The How (DOK) Differentiate
Kid Friendly Objective I will differentiate between the types of consumers. (herbivore, carnivore, omnivore, detrivore/decomposer)
Activity “How do organisms live together?”, p. 6 Flip Chart WB S7
Activity Food web activity
Activity Food chain activity
Assessment of Kid Friendly Objectives Students will differentiate between the types of consumers by creating a food chain and food web.
Academic Vocabulary Consumer Carnivore Detrivore Herbivore Omnivore Decomposer
Science Grade 4
- 3 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC2Ac
Standard Categorize organisms as predator or prey in a given ecosystem.
The What Categorize organisms as predator or prey
The How (DOK) Categorize
Kid Friendly Objective I will categorize organisms as predator or prey in a given ecosystem.
Activity
Activity Food web activity
Activity Food chain activity
Assessment of Kid Friendly Objectives Students will categorize organisms as predators or prey in a food chain and food web.
Academic Vocabulary Predator Prey
Science Grade 4
- 4 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC1Aa
Standard Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism)
The What Ways a specific organism may interact with other organisms and environment
The How (DOK) Identify
Kid Friendly Objective I will identify ways a specific organism interacts with other organisms and environment.
Activity Science book, pp.30-33 KWL chart
Activity Poster of Food Web
Activity “Organisms and their interactions” TG, p. A7, Unit A
Assessment of Kid Friendly Objectives Students will identify in writing the ways a specific organism may interact with the environment.
Academic Vocabulary Organism Pollination Dispersal Environment Hibernation
Science Grade 4
- 5 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC1Ab
Standard Identify and describe different environments (i.e., pond, forest, prairie) support the life of different types of plants and animals.
The What Different environments that support the life of different types of plants and animals
The How (DOK) Identify Describe
Kid Friendly Objective I will identify and describe different environments, plants and animals.
Activity “How do organisms interact?”
Activity “How are ecosystems balanced?”
Activity “How does matter flow in ecosystems?”
Assessment of Kid Friendly Objectives Students will identify and describe in writing different environments and how they support different plants and animals.
Academic Vocabulary Environments
Science Grade 4
- 6 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC3Cc
Standard Identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation)
The What Identify internal clues and external clues that cause organisms to behave in certain ways
The How (DOK) Identify
Kid Friendly Objective I will identify internal and external clues that cause organisms to behave in certain ways.
Activity
Activity “Organisms and their interactions” TG, p.A7, Unit A
Activity Science book, pp.30-33, KWL chart
Assessment of Kid Friendly Objectives Students will identify in writing internal and external clues that cause organisms to behave in certain ways.
Academic Vocabulary Internal clue External clue
Science Grade 4
- 7 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES2Aa
Standard Observe and describe the breakdown of plant and animal material into soil through decomposition processes (i.e., decay/rotting, composting, digestion)
The What Observe/describe break- down of plant and animal material
The How (DOK) Observe Describe
Kid Friendly Objective I will observe and describe the breakdown of plant and animal material into soil through decomposition processes.
Activity
Activity Scaffolding Questions Book TG 87
Activity “What do decomposers do?” Chap. 3 pp.96-97, WG 51
Assessment of Kid Friendly Objectives Students will observe and describe the breakdown of plant and animal material into the soil through decomposition.
Academic Vocabulary Decomposition
Science Grade 4
- 8 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC3Ca
Standard Identify specialized structures and describe how they help plants survive in their environment (e.g., root, cactus, needles, thorns, winged seed, waxy leaves)
The What Identify and describe specialized structures on plants and how it helps them to survive.
The How (DOK) Identify Describe
Kid Friendly Objective I will identify specialized structures and describe how they will help plants survive in their environment.
Activity
Activity How can a change in the environment affect a plant?” Chap 4, pp.130-131 WB 61
Activity “What is the affect of crowding on a plant?” Chap. 4, p.108, WB 59
Assessment of Kid Friendly Objectives Students will identify and describe in writing how specialized structures help plants survive in their environments.
Academic Vocabulary Specialized structures
Science Grade 4
- 9 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC3Aa
Standard Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages)
The What Identify and describe specialized structures on animals and how it helps them to survive
The How (DOK) Identify Describe
Kid Friendly Objective I will identify and describe specialized structures and senses and how they help animals survive in their environment.
Activity
Activity Science Book, pp.26-29, Art in Science Activity, p. 29
Activity “Living Organisims”
Assessment of Kid Friendly Objectives Students will identify and describe specialized structures and senses and how they help animals survive in their environment.
Academic Vocabulary Specialized structures
Science Grade 4
- 10 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC3Cd
Standard Predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors.
The What Predict which plant/animal will be able to survive based on special structures or behaviors.
The How (DOK) Predict
Kid Friendly Objective I will predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors.
Activity
Activity Leaf Comparison Activity.
Activity “How can you make a model of a warm habitat?” Chap. 3, Wb 49
Assessment of Kid Friendly Objectives Students will predict in writing which plant or animal will be able to survive in an environment.
Academic Vocabulary Survive
Science Grade 4
- 11 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC3Aa
Standard Compare and contrast common fossils found in Missouri (i.e., trilobites, ferns, crinoids, gastropods, bivalves, fish, mastodons) to organisms present on Earth today.
The What Common fossils found in Missouri to organisms found today
The How (DOK) Compare Contrast
Kid Friendly Objective I will compare and contrast common fossils found in Missouri to organisms found today.
Activity Play Dough fossils
Activity “Can you find fossils in pea gravel?”, Flip Chart 7, WB 65
Activity “How do carbon imprints form in fossils?” Flip Chart 16, WB 109
Assessment of Kid Friendly Objectives Students will compare and contrast in writing common fossils found in Missouri.
Academic Vocabulary Fossils Crinoids Mastodons Trilobites Gastropods
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK EC1Da
Standard Identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring green space)
The What Identify examples in Missouri where human activity has had an impact
The How (DOK) Identify
Kid Friendly Objective I will identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms.
Activity
Activity Persuasive essay. Recycle
Activity Posters about human impact
Assessment of Kid Friendly Objectives Students will identify in writing examples in Missouri where human activity has hurt/helped other organisms.
Academic Vocabulary Beneficial Harmful Organisms
Science Grade 4
- 13 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES1Ab
Standard Compare the physical properties (i.e., size, shape, color, texture, layering, presence of fossils) of rocks (mixtures of different Earth materials, each with observable physical properties)
The What Physical properties of rocks
The How (DOK) Compare
Kid Friendly Objective I will compare physical properties of rocks.
Activity
Activity Exploration activity, Chap 8, p.101
Activity “What properties can you use to identify minerals?”, Chap 8, p.103
Assessment of Kid Friendly Objectives Students will compare properties of different rocks and minerals by completing a properties chart.
Academic Vocabulary Physical Properties Fossils
Science Grade 4
- 14 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES2Aa
Standard Identify and describe the components of soil (e.g., plant roots and debris, bacteria, fungi, worms, types of rock) and its properties (e.g., odor, color, resistance to erosion, texture, fertility, relative grain size, absorption rate)
The What Components of soil
The How (DOK) Identify Describe
Kid Friendly Objective I will identify and describe components of soil and its property.
Activity
Activity “Which soil is Best?” Goes with chapter 10
Activity ‘How does soil differ?”, Chapter 10, Activity Flip Chart and WB 127
Assessment of Kid Friendly Objectives Students will identify and describe components of soil and its properties by completing a comparison chart.
Academic Vocabulary Components Absorption Properties Resistance
Science Grade 4
- 15 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES2Ab
Standard Identify the major landforms/bodies of water on Earth (i.e., mountains, plains, river valleys, coastlines, canyons)
The What Major landforms and bodies of water
The How (DOK) Identify
Kid Friendly Objective I will identify the major landforms and bodies of water on Earth.
Activity
Activity Landform project
Activity Landform Graphic Organizer
Assessment of Kid Friendly Objectives Students will identify in a poster the major landforms and bodies of water on Earth.
Academic Vocabulary Landforms Canyons Coastlines
Science Grade 4
- 16 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES2Ae
Standard Relate the type of landform/water body to the process by which it was formed.
The What Type of landform and water body by how it was formed
The How (DOK) Relate
Kid Friendly Objective I will relate types of landforms and water body by how it was formed.
Activity
Activity Landforms Cloze activity Geologist notebook
Activity Landform Graphic Organizer
Assessment of Kid Friendly Objectives Students will relate in writing the type of landform/waterbody to the process by which it was formed.
Academic Vocabulary Landforms
Science Grade 4
- 17 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES2Ac
Standard Describe how weathering agents (e.g., water, chemical, temperature, wind, plants) cause surface changes that create and/or change Earth’s surface materials and/or landforms/bodies of water.
The What How weather agents cause surface changes to the Earth’s surface
The How (DOK) Describe
Kid Friendly Objective I will describe how weathering agents cause surface changes to the Earth’s surface.
Activity
Activity Art in Science, p.267 (Science Book)
Activity Science book pp.263-269, My Science Journal, TG p.267
Assessment of Kid Friendly Objectives Students will describe in writing how weathering agents cause changes to the Earth’s surface.
Academic Vocabulary Weathering agents Materials Landforms
Science Grade 4
- 18 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES2Ad
Standard Describe how erosion processes (i.e., action of gravity, waves, wind, rivers, glaciers) cause surface changes that create and/or change Earth’s surface materials and/or transforms bodies of water.
The What How erosion causes surface changes that create and change Earth’s surface materials
The How (DOK) Describe
Kid Friendly Objective I will describe how erosion causes surface changes that create and change Earth’s surface materials.
Activity “How do winds cause waves?” Activity Flip Chart, WB p.97
Activity “How can you observe a mineral wear away?” Direct Inquiry, Chap 9, WB 111
Activity “What happens when wind blows sand?” Activity Flip Chart p.17, WB 117
Assessment of Kid Friendly Objectives Students will describe in writing how erosion processes cause surface changes that create or change Earth’s surface material and landforms.
Academic Vocabulary Erosion Gravity Landforms
Science Grade 4
- 19 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES3Aa
Standard Identify the ways humans affect the erosion and deposition of Earth’s materials (e.g., clearing of land, planting vegetation, paving land construction of new buildings)
The What Ways humans affect the erosion and deposition of Earth’s materials
The How (DOK) Identify
Kid Friendly Objective I will identify ways humans affect the erosion and deposition of Earth’s materials.
Activity
Activity Guided Inquiry p.13 “How can change in environment affect plant growth?”
Activity Read Science book pp. 124-129 Diagnostic TG 125
Assessment of Kid Friendly Objectives Students will identify in writing ways humans affect Earth’s materials.
Academic Vocabulary Erosion Deposition
Science Grade 4
- 20 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ES3Ab
Standard Propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease soil erosion) that result from human activity.
The What Ways to solve simple environmental problems
The How (DOK) Propose
Kid Friendly Objective I will propose ways to solve simple environmental problems.
Activity
Activity Make posters to illustrate ways to fix environmental problems
Activity “How does mining affect ecosystem?” Activity Flip Chart, WB 67, Chap. 4
Assessment of Kid Friendly Objectives Students will propose through illustrations ways to solve simple environmental problems.
Academic Vocabulary Environmental problems Erosion Recycling Composting
Science Grade 4
- 21 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM1Aa
Standard Classify different types of motion [straight line, curved, vibrating, (back and forth)]
The What Different types of motion
The How (DOK) Classify
Kid Friendly Objective I will propose ways to solve simple environmental problems.
Activity
Activity “How is light reflected and refracted?” TG 401 D
Activity “What makes sound?” TG 401 D
Assessment of Kid Friendly Objectives Students will classify types of motion.
Academic Vocabulary Motion
Science Grade 4
- 22 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Aa
Standard Identify the forces acting on the motion of objects traveling in a straight line (specify that forces should be acting in the same line as the motion, provide examples)
The What Forces acting on the motion of objects traveling in a straight line
The How (DOK) Identify
Kid Friendly Objective I will identify forces acting on the motion of objects traveling in a straight line.
Activity
Activity Activity – Diagnostic check, Science book 409
Activity “What makes sand change?” WB 404
Assessment of Kid Friendly Objectives Students will identify the forces acting on the motion of objects traveling in a straight line by writing about the experiments.
Academic Vocabulary Forces
Science Grade 4
- 23 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Ac
Standard Observe and identify friction as a force that slows down or stops a moving object that is touching another object or surface.
The What Friction as a force that slows down or stops
The How (DOK) Observe Identify
Kid Friendly Objective I will observe and identify friction as a force slows down or stops.
Activity
Activity Unit C Tub
Activity “How does friction affect moton?” Chap. 15, WB 1767-176
Assessment of Kid Friendly Objectives Students will observe, identify, and write about friction as a force that slows down or stops a moving object that is touching another object or surface.
Academic Vocabulary Friction Force
Science Grade 4
- 24 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Dd
Standard Predict the effects of an electrostatic force (state electricity) on the motion of objects (attract or repel)
The What Predict effects of an electrostatic force on motion of objects
The How (DOK) Predict
Kid Friendly Objective I will predict the effects of an electrostatic force on the motion of objects.
Activity
Activity Book, pp.376-377, Science Journal writing, p. 377
Activity “How can static electricity affect objects?” Unit 3, book p.372, TUB
Assessment of Kid Friendly Objectives Students will predict the effects of an electrostatic force on the motion of objects.
Academic Vocabulary Electrostatic force Repel Attract
Science Grade 4
- 25 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM1Ab
Standard Describe an object’s motion in terms of distance and time.
The What Describe an object’s motion in terms of distance and time
The How (DOK) Describe
Kid Friendly Objective I will describe an object’s motion in terms of distance and time.
Activity
Activity
Activity “What can change a marble’s speed?”, Unit C Tub, WB p.173
Assessment of Kid Friendly Objectives Students will describe in writing an objects motion in terms of distance and time.
Academic Vocabulary Motion
Science Grade 4
- 26 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Db
Standard Describe how unbalanced forces acting on an object changes its speed (faster/slower), direction of motion, or both (need to clarify that unbalanced forces means any change in forces acting on an object)
The What Describe how unbalanced forces acting on an object changes its speed, direction, or both.
The How (DOK) Describe
Kid Friendly Objective I will describe how unbalanced forces acting on an object changes its speed, direction of motion, or both.
Activity
Activity Book, pp.442-443 Diagnostic check, TG p.443
Activity “What happens when unseen forces act on an object?” Flip Chart WB p.181-182
Assessment of Kid Friendly Objectives Students will describe how unbalanced forces acting on an object changes its speed and direction.
Academic Vocabulary Unbalanced forces
Science Grade 4
- 27 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Dc
Standard Predict how the change in speed of an object (i.e., faster/slower/remains the same) is affected by the amount of force applied to an object and the mass of the object.
The What How the change in speed is effected by the amount of force applied
The How (DOK) Predict
Kid Friendly Objective I will predict how change in speed is affected by the amount of force applied.
Activity
Activity Graphic Organizer
Activity “How does incline affect motion?” p.450
Assessment of Kid Friendly Objectives Students will predict how the change in speed of an object is affected by force and mass of the object.
Academic Vocabulary I will predict how change in speed is affected by the amount of force applied.
Science Grade 4
- 28 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Da
Standard Observe that balanced forces do not affect an object’s motion (need to clarify that balanced forces means no change in forces acting on an object).
The What Balanced forces do not affect an object’s motion
The How (DOK) Observe
Kid Friendly Objective I will observe that balanced forces do not affect an object’s motion.
Activity Tug of war
Activity Book pp.442-443 Diagnostic check to p.443
Activity “What happens when uneven forces act on an object?” Flip Chart WR pp.181-182
Assessment of Kid Friendly Objectives Students will observe that balanced forces do not affect an objects motion.
Academic Vocabulary Forces
Science Grade 4
- 29 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Ab
Standard Describe and compare forces (measured by a spring scale in Newton’s)applied to objects in a single line.
The What Describe and compare forces applied to objects in a single line.
The How (DOK) Describe Compare
Kid Friendly Objective I will describe and compare forces applied to objects in a single line.
Activity Graphic Organizer
Activity “Newton Experiment”
Activity Science book, pp.446-447
Assessment of Kid Friendly Objectives Students will describe and compare forces applied to objects in a single line.
Academic Vocabulary Forces
Science Grade 4
- 30 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Ad
Standard Compare the forces (measured by a spring scale in Newton’s) required to overcome friction when an object moves over different surfaces (i.e., rough/smooth)
The What Compare the forces required to overcome friction when an object moves over different surfaces
The How (DOK) Compare
Kid Friendly Objective I will compare the forces required to overcome friction when an object moves over different surfaces.
Activity
Activity Venn diagram
Activity “How does friction affect motion?” Chap. 15, WB pp.175-176
Assessment of Kid Friendly Objectives Students will compare the forces required to overcome friction when an object moves over different surfaces.
Academic Vocabulary Force Friction
Science Grade 4
- 31 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK FM2Ba
Standard Determine the gravitational pull of the Earth on an object (weight) using a spring scale.
The What Determine the gravitational pull of the Earth on an object
The How (DOK) Determine
Kid Friendly Objective I will determine the gravitational pull of the earth on an object using a spring scale.
Activity
Activity Diagnostic check, book p.383
Activity Science book, pp.382-385
Assessment of Kid Friendly Objectives Students will determine and write about the gravitational pull of the Earth on an object.
Academic Vocabulary Gravitational pull Spring scale
Science Grade 4
- 32 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ME1Ba
Standard Identify water as a solvent that dissolves materials (do NOT assess the term solvent)
The What Identify water as a solvent that dissolves materials
The How (DOK) Identify
Kid Friendly Objective I will identify water as a solvent that dissolves materials.
Activity “Oil and Water” activity
Activity “Kool-Aid Mixture” activity
Activity “Salt in water” activity
Assessment of Kid Friendly Objectives Students will identify in writing water as a solvent that dissolves materials.
Academic Vocabulary Solvents Dissolves
Science Grade 4
- 33 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ME1Bb
Standard Observe and describe how mixtures are made by combining solids or liquids, or a combination of these.
The What How mixtures are made by combining solids or liquids
The How (DOK) Observe Describe
Kid Friendly Objective I will observe and describe how mixtures are made by combining solids or liquids.
Activity Make trail mix
Activity Oobleck, p.141 Flip Chart activity
Activity “How can you change the properties of glue?” Tub, Unit C, WB p.135
Assessment of Kid Friendly Objectives Students will observe and describe in writing how mixtures are made.
Academic Vocabulary Observe Combination Mixtures
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK ME1Bc
Standard Distinguish between the components in a mixture/solution (e.g., trail mix, conglomerate rock, salad, soil, salt water)
The What Distinguish between the components in a mixture/solution
The How (DOK) Distinguish
Kid Friendly Objective I will be able to distinguish between the components in a mixture/solution.
Activity
Activity Book activity, p.329 Components of a mixture
Activity Make trail mix
Assessment of Kid Friendly Objectives Students will distinguish between the components in a mixture/solution.
Academic Vocabulary Mixture Solution
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK
ME1Bd
Standard Describe ways to separate the components of a mixture/solution by their properties (i.e., sorting, filtration, magnets, screening)
The What Separate the components of a mixture/solution by their properties
The How (DOK) Describe
Kid Friendly Objective I will describe how to separate the components of a mixture and solution by their properties.
Activity
Activity Separate the mixture in previous activity, p.329
Activity Book activity, p.329 Components of a mixture
Assessment of Kid Friendly Objectives Students will describe ways to separate the components of a mixture/solution by their properties.
Academic Vocabulary Components Properties Screening Mixture Solution Filtration
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK
ME1Ad
Standard Classify types of materials (e.g., water, salt, sugar, iron filings, salt water) into “like” substances (materials that have specific physical properties) or mixtures of substances by using their characteristic properties.
The What Classify materials into like substances by characteristic properties
The How (DOK) Classify
Kid Friendly Objective I will be able to classify types of materials into “like” substances or mixtures by using their characteristic properties.
Activity
Activity “Material classification”
Activity Float or sink” activity
Assessment of Kid Friendly Objectives Students will classify given objects into like substances by using their characteristic properties.
Academic Vocabulary Substances Mixture
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK
ME1Ac
Standard Identify situations where no two objects can occupy the same space at the same time (e.g., water level rises when an object or substance such as a rock is placed in a quantity of water.
The What Situations where no two objects can occupy the same space at the same time
The How (DOK) Identify
Kid Friendly Objective I will identify situations where no two objects can occupy the same space at the same time.
Activity
Activity Science book, p.325 activity
Activity “What properties cause liquids to form layers?” Unit C Tub, WB p.133
Assessment of Kid Friendly Objectives Students will identify situations where no two objects can occupy the same space at the same time.
Academic Vocabulary Situation Substance
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK
ME1Ab
Standard Describe and compare the volumes (the amount of space an object occupies) of objects using a graduated cylinder.
The What Describe and compare the volumes of objects using a graduated cylinder.
The How (DOK) Describe Compare
Kid Friendly Objective I will describe and compare the volumes of objects using a graduated cylinder.
Activity
Activity
Activity Science book, p.325 activity
Assessment of Kid Friendly Objectives Students will describe and compare the volumes of objects using a graduated cylinder.
Academic Vocabulary Volume Graduated cylinder
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK
ME1Ib
Standard Observe that the total mass of a material remains constant whether it is together, in parts, or in a different state.
The What The total mass of a material remains constant in any state.
The How (DOK) Observe
Kid Friendly Objective I will observe that the total mass of a material remains constant in any state.
Activity
Activity “Water observation” activity
Activity “Compare, measure, and combine” TG, C6, Book 2
Assessment of Kid Friendly Objectives Students will observe that the total mass of a material remains constant whether it is together, in parts, or in a different state.
Academic Vocabulary Constant State
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK
ME1Aa
Standard Describe and compare the masses (the amount of matter in an object) of objects to the nearest gram using balances.
The What Describe/compare masses of objects to nearest gram
The How (DOK) Describe Compare
Kid Friendly Objective I will describe and compare the masses of objects to the nearest gram using balances.
Activity
Activity “Gram Balance”
Activity Science book, p.322, experiment
Assessment of Kid Friendly Objectives Students will describe and compare the masses of objects to the nearest gram using balances.
Academic Vocabulary Gram Mass Balances
Science Grade 4
- 41 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK
ME2Aa
Standard Construct and diagram a complete electric circuit by using a source (e.g., battery) means of transfer (e.g., wires), and receiver (e.g., resistance bulbs, motors, fans)
The What Construct and diagram a complete electric circuit
The How (DOK) Construct Diagram
Kid Friendly Objective I will be able to construct and diagram a complete electric circuit by using a source, means of transfer, and receiver.
Activity
Activity Electric Current activity
Activity Science book, pp.278-381, Path Finder experiment
Assessment of Kid Friendly Objectives Students will construct and create a diagram showing a complete electric circuit.
Academic Vocabulary Electric circuit Transfer Receiver Source
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK
ME2Ab
Standard Observe and describe the evidence of energy transfer in a closed series circuit (e.g., lit bulb, moving motor, fan)
The What Observe and describe the evidence of energy transfer in a closed series circuit
The How (DOK) Observe Describe
Kid Friendly Objective I will observe and describe the evidence of energy transfer in a closed series circuit.
Activity
Activity Electric current activity
Activity Path finder experiment
Assessment of Kid Friendly Objectives Students will observe and describe the evidence of energy transfer in a closed series circuit.
Academic Vocabulary Energy transfer Closed series circuit
Science Grade 4
- 43 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK
ME2Ac
Standard Classify materials as conductors or insulators of electricity when placed within a circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water)
The What Materials as conductors or insulators of electricity when in a circuit
The How (DOK) Classify
Kid Friendly Objective I will classify materials as conductors or insulators of electricity when in a circuit.
Activity
Activity Graphic organizer about experiment
Activity Conductor or insulator experiment
Assessment of Kid Friendly Objectives Student will be able to classify materials as conductors or insulators.
Academic Vocabulary Conductors Insulators Circuit
Science Grade 4
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INSTRUCTIONAL DESIGN FRAMEWORK
ME2Fa
Standard Identify the evidence of energy transformations (temperature change, light, sound, motion, and magnetic effects) that occur in electrical circuits.
The What Evidence of energy transformations that occur in electrical circuits
The How (DOK) Identify
Kid Friendly Objective I will identify the evidence of energy transformations that occur in electrical circuits.
Activity
Activity Book pp.386-389 Extended vocabulary TG p.289, Scaffold questions
Activity “What is an electromagnet” Chapter 13, Unit C Tub
Assessment of Kid Friendly Objectives Students will identify the evidence of energy transformations that occur in electrical circuits.
Academic Vocabulary Electrical circuits Transformations Evidence
Science Grade 4
- 45 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK
SI1Be
Standard Judge whether measurements and computation or quantities are reasonable.
The What Measurements and computation of quantities are reasonable.
The How (DOK) Judge
Kid Friendly Objective I will be able to judge whether measurements and computations are reasonable.
Activity
Activity Write about data collected from experiment.
Activity Compare data from experiment with another student.
Assessment of Kid Friendly Objectives Students will make a presentation on a topic being taught to show the reasonableness of data.
Academic Vocabulary Measurements Quantities Computations Reasonable
Science Grade 4
- 46 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK
SI1Bd
Standard Compare amounts/measurements.
The What Amounts by measurements
The How (DOK) Compare
Kid Friendly Objective I will compare by measuring.
Activity
Activity Graph data to show comparison on amounts/measurements on topic being taught.
Activity Work in groups to compare data gathered on topic being taught
Assessment of Kid Friendly Objectives Students will compare amounts/measurements using a variety of tools based on the topic being taught.
Academic Vocabulary Amount Measurement
Science Grade 4
- 47 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK
SI1Bc
Standard Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, weight to the nearest Newton.
The What Length Temperature Centimeter Volume Grams Weight
The How (DOK) Measure
Kid Friendly Objective I will measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume using milliliter, and weight to the nearest Newton.
Activity Create and conduct an experiment and record data from the experiment.
Activity Record data on topic being investigated using a variety of measuring instruments.
Activity Brainstorm ideas related to a topic and create a KWL (questions)
Assessment of Kid Friendly Objectives Students will use a variety of measuring instruments to make observations related to the topic investigated.
Academic Vocabulary Grams Celsius Milliliter Centimeter Degrees Volume Weight Newton Mass
Science Grade 4
- 48 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK
SI1Bb
Standard Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale.
The What Observations using simple tools
The How (DOK) Make
Kid Friendly Objective I will make observation using hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, and spring scales.
Activity Perform an investigation using the tools provided and record the data. Present data to the class on topic being taught.
Activity Create a chart to show similarities and differences of topic being taught.
Activity Use a variety of tools to observe and investigate the topic being taught. (group activity)
Assessment of Kid Friendly Objectives Students will use a variety of tools to make observations based on the content being taught.
Academic Vocabulary Observations Hand lenses Balances Magnets Graduated cylinders Thermometers Metric rulers Spring scale
Science Grade 4
- 49 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK
SI1Ba
Standard Make qualitative observations using the five senses.
The What Qualitative observations using senses
The How (DOK) Make
Kid Friendly Objective I will use the five senses to observe.
Activity Each group present orally their observations.
Activity Create a graph to show observations based on topic.
Activity Brainstorm ideas related to topic and create a five senses chart.
Assessment of Kid Friendly Objectives Students will make qualitative observations using their five senses based on the content being taught.
Academic Vocabulary Observations Senses
Science Grade 4
- 50 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK
SI1Ab
Standard Recognize the characteristics of a fair and unbiased test.
The What Fair and unbiased test
The How (DOK) Recognize
Kid Friendly Objective I will be able to recognize the characteristics of a fair and unbiased test.
Activity On this topic group will plan and conduct a fair and unbiased test to answer a question.
Activity Work in groups to research topic and group will come up with a fair test to answer a question.
Activity Brainstorm ideas related to topic and create a KWL.
Assessment of Kid Friendly Objectives Students will recognize the characteristics of a fair and unbiased test.
Academic Vocabulary Unbiased
Science Grade 4
- 51 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK SI1A
Standard Conduct a fair test to answer a question.
The What A test to answer questions
The How (DOK) Conduct
Kid Friendly Objective I will plan and conduct a fair test to answer a question.
Activity On this topic group will plan and conduct a fair test to answer a question.
Activity Work in groups to research topic and group will come up with a fair test to answer a question.
Activity Brainstorm ideas related to topic and create a KWL (questions)
Assessment of Kid Friendly Objectives Students will plan and conduct a fair test to answer a question related to the topic investigated.
Academic Vocabulary Conduct Fair
Science Grade 4
- 52 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK SI1Aa
Standard Formulate testable questions and explanation (hypotheses)
The What Formulate testable questions and explanation
The How (DOK) Formulate
Kid Friendly Objective I will be able to formulate testable questions and explanations.
Activity
Activity After completing an experiment, students will create a reasonable explanation.
Activity Before conducting an experiment, students will formulate a testable question.
Assessment of Kid Friendly Objectives Students will formulate testable questions and explanations.
Academic Vocabulary Hypotheses Testable
Science Grade 4
- 53 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK SI1Cb
Standard Use data as support for observed patterns and relationships, and to make predictions to be tested.
The What Use data as support for patterns to make predictions to be tested.
The How (DOK) Observe Compare
Kid Friendly Objective I will be able to use data as support for observed patterns to make predictions.
Activity
Activity After experiment, write about the findings, discuss with group if prediction were correct.
Activity In group, predict the outcome of an experiment. Give proof to group the reasons for your predictions.
Assessment of Kid Friendly Objectives Students will make prediction about a topic being taught and describe and write about their findings and conclusions.
Academic Vocabulary Data Predictions
Science Grade 4
- 54 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK SI1C
Standard Evaluate the reasonableness of an explanation.
The What Evaluate Reasonableness Explanation
The How (DOK) Evaluate
Kid Friendly Objective I will be able to evaluate whether an answer is reasonable.
Activity
Activity Write questions about the data collected to better understand information collected.
Activity Record data from experiment. Compare date with group to evaluate reasonableness of results.
Assessment of Kid Friendly Objectives Students will write three questions to evaluate the reasonableness of an explanation based on the topic being taught.
Academic Vocabulary Reasonableness
Science Grade 4
- 55 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK SI1Cd
Standard Analyze whether evidence supports proposed explanations.
The What Evidence supports proposed explanations
The How (DOK) Analyze
Kid Friendly Objective I will be able to analyze whether an explanation is reasonable.
Activity
Activity Go over results of data collected. Discuss with group if explanations are reasonable.
Activity After completing an experiment, students will brainstorm ideas related to the topic, are things making sense?
Assessment of Kid Friendly Objectives Students will prove in writing that the explanation of data on topic being discussed supports the results.
Academic Vocabulary Evidence
Science Grade 4
- 56 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK SI1Ca
Standard Use quantitative and qualitative data as support for reasonable explanation.
The What Quantitative and qualitative data as support for reasonable explanations
The How (DOK) Compare Observe
Kid Friendly Objective I will be able to use quantitative and qualitative data to support reasonable explanations.
Activity
Activity Create a graph to show observations based on topic
Activity Brainstorm ideas related to topic
Assessment of Kid Friendly Objectives Students will use quantitative and qualitative data as support for reasonable explanations based on the topic being taught.
Academic Vocabulary Quantitative Qualitative Data
Science Grade 4
- 57 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK SI1Da
Standard Communicate the procedures and results of investigations and explanations through: oral presentations drawings and maps data tables graph (bar, single line, pictograph) writings
The What Use: oral presentations drawing/maps data tables graphs writings
The How (DOK) Describe
Kid Friendly Objective I will be able to explain my results using writings, graph, data tables, drawing and maps, or oral presentations.
Activity Compare data with another student, report on data.
Activity Choose one data collection form to prepare to share your information with the class.
Activity Use a variety of data collection forms to record data from topic being taught.
Assessment of Kid Friendly Objectives Students will be able to record data from the topic being presented in various forms. (writings, graphs, drawings, maps, oral, data tables)
Academic Vocabulary Oral presentation Data Table Writing Graph-bar Single line Drawing Map Pictograph
Science Grade 4
- 58 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ST1Ca
Standard Identify how the effects of inventions or technological advances (e.g., different types of light bulbs, semiconductors/integrated circuits and electronics, satellite imagery, robotics, communication, transportation, generation of energy, renewable materials) may be helpful, harmful, or both.
The What How the effects of inventions or technological advances
The How (DOK) Identify
Kid Friendly Objective I will identify how the effects of inventions or technological advances may be helpful, harmful, or both.
Activity
Activity Organize your data to be presented to another student or teacher. Graphic organizer, Step-up to Writing format.
Activity Choose a technological advance to research. Find out if it is harmful, helpful, or both.
Assessment of Kid Friendly Objectives Students will identify in writing how a technological advance may be helpful, harmful, or both.
Academic Vocabulary Inventions Technological advances
Science Grade 4
- 59 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ST1Aa
Standard Design and construct an electrical device, using materials and/or existing objects, that can be used to perform a task.
The What An electrical device, using materials and/or existing objects that can be used to perform a task.
The How (DOK) Design Construct
Kid Friendly Objective I will design and construct an electrical device.
Activity
Activity Students will design a circuit to be buildt.
Activity Students will create batteries, wires, and light bulbs to create a circuit.
Assessment of Kid Friendly Objectives Students will design and construct an electrical device.
Academic Vocabulary Electrical device
Science Grade 4
- 60 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ST1Ba
Standard Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers0
The What Technology has helped scientists
The How (DOK) Describe Observe
Kid Friendly Objective I will be able to describe how technology has helped scientists.
Activity Do a comparison of the instrument you researched and an older form of the instrument or how the instrument has worked.
Activity Organize researched data into something to be presented to another student or the teacher. graphic organizer, Step-up to Writing format etc
Activity Choose an instrument to research. Find out how the instrument has helped make the work of scientists easier.
Assessment of Kid Friendly Objectives Students will use a graphic organizer to describe how new technologies have helped scientists make better observations and measurements for investigations.
Academic Vocabulary Technology Magnifier Telescope Stethoscope Balances Microscope Thermometer Computer
Science Grade 4
- 61 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ST2Aa
Standard Research biographical information about various scientist and investors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology.
The What Research biographical information about scientists and inventors
The How (DOK) Research Describe
Kid Friendly Objective I will be able to research scientists and inventors and tell how their contributions have been helpful.
Activity Present the information to the class in written or oral form.
Activity Write about your scientist, giving facts and important information about their contribution to their field.
Activity Choose a scientist to research and collect information about the scientist.
Assessment of Kid Friendly Objectives Students will present biographical information about a scientist (and their contributions) either orally or in writing.
Academic Vocabulary Biography
Science Grade 4
- 62 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ST3Aa
Standard a. Identify a question that was asked, or could be asked, or a problem that needed to be
solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)
The What Problem scenario to be solved by a group
The How (DOK) Identify
Kid Friendly Objective I will be able to help solve a problem working with a group.
Activity
Activity Using all members of your group, come up with more than one possible way to solve the problem
Activity Brainstorm with the group to come up with ideas to solve the problem presented
Assessment of Kid Friendly Objectives Students will be given a question on topic being taught and will need to work with their group to solve a problem.
Academic Vocabulary Scenario
Science Grade 4
- 63 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK ST3Ab
Standard Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member.
The What Solve a problem as a group
The How (DOK) Identify
Kid Friendly Objective I will be able to work with a group successfully to solve a problem.
Activity
Activity Work with the group to solve the problem making sure all members of group are contributing.
Activity Brainstorm with the group to come up with ideas to solve the problem presented
Assessment of Kid Friendly Objectives Students will be given a question on topic being taught and will need to work with their group to solve the problem.
Academic Vocabulary Due credit
Science Grade 4
- 64 - Copyright 2006 FandL, Inc 7/6/10
INSTRUCTIONAL DESIGN FRAMEWORK EC3Cb
Standard Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages)
The What
The How (DOK)
Kid Friendly Objective
Activity
Activity
Activity
Assessment of Kid Friendly Objectives
Academic Vocabulary