SOUTHERN LEHIGH SCHOOL DISTRICT Science Essentials Grade 4 Science Systems- Plant and Body (revised 2008) Pennsylvania Academic Standards: 3.3.4A. Know the similarities and differences of living things. Identify life processes of living things (e.g., growth, digestion, react to environment). Know that some organisms have similar external characteristics (e.g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental habitat. Describe basic needs of plants and animals. 3.3.4B Know that living things are made up of parts that have specific functions. Determine how different parts of a living thing work together to make the organism function. 3.4.4B. Know basic energy types, sources and conversions. Identify energy forms and examples (e.g., sunlight, heat, stored, motion). Know the concept of the flow of energy by measuring flow through an object or system. 4.2.4A. Identify needs of people. Explain air , water and nutrient cycles Identify products derived from natural resources. Identify products made from trees. Identify by-products of plants and animals. Identify the sources of manmade products (e.g., plastics, metal, aluminum, fabrics, paper, cardboard). 4.2.4B. Know that food and fiber originate from plants and animals. Identify what plants and animals need to grow. 4.5.4C. Understand that living things are dependent on nonliving things in the environment for survival. Describe the basic needs of an organism. Identify basic needs of a plant and an animal and explain how their needs are met. 1
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SOUTHERN LEHIGH SCHOOL DISTRICTScience Essentials
Grade 4 Science
Systems- Plant and Body (revised 2008)
Pennsylvania Academic Standards:3.3.4A. Know the similarities and differences of living things.
Identify life processes of living things (e.g., growth, digestion, react to environment).
Know that some organisms have similar external characteristics (e.g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental habitat.
Describe basic needs of plants and animals.3.3.4B Know that living things are made up of parts that have specific functions.
Determine how different parts of a living thing work together to make the organism function.
3.4.4B. Know basic energy types, sources and conversions. Identify energy forms and examples (e.g., sunlight, heat, stored, motion). Know the concept of the flow of energy by measuring flow through an object or
system.4.2.4A. Identify needs of people.
Explain air, water and nutrient cycles Identify products derived from natural resources. Identify products made from trees. Identify by-products of plants and animals. Identify the sources of manmade products (e.g., plastics, metal, aluminum,
fabrics, paper, cardboard). 4.2.4B. Know that food and fiber originate from plants and animals.
Identify what plants and animals need to grow.4.5.4C. Understand that living things are dependent on nonliving things in the environment for survival.
Describe the basic needs of an organism. Identify basic needs of a plant and an animal and explain how their needs are
met.4.6.4A Identify environmental variables that affect plant growth.
Overarching and Essential Questions:What are the life processes of living things? What are the external characteristics of living organisms and how do they function?How do living organisms use energy?What benefits do plants and animals provide for living things?What are the environment’s effects on plant growth?
Essential Understandings:All living things have systems that work together.The external characteristics support the systems of living things.The systems of living organisms use energy to support their systems.Plants and animals depend on each other to survive.Plants depend on the environment to survive.
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Assessments: Performance Tasks, ProjectsReassemble a model or puzzle that exemplifies a system
Assessments: Quizzes, Tests and Academic Prompts*Common assessment available on serverQuick write: Describe a body system as if it were an amusement part ride. Then make a sketch of the park ride. Label diagrams of a plant cell and an animal cell by using a word bank and match the function to the part.
Make a podcast/slideshow to explain the parts of one system and how the parts work together.
Assessments: Other Evidence (e.g., observations, work samples, dialogues)
Assessments: Student Self-Assessment
Students will need to know . . . (targeted understandings): This unit builds on the second grade life systems unit. They will have identified the parts of plant and body systems, but fourth grade will need to further explore them by learning how the parts work together. Second grade introduced the circulatory, digestive, skeletal, and respiratory systems through some of the models and basic activities from the book Easy Make and Learn Projects: Human Body.
All living things are made up of building bocks called cells.Classifying organisms helps people to study and learn about living things. Plants are made up of many parts that work together. Each part helps the plant to survive.Plants grow, develop, and reproduce in different ways.Animals have basic functions including growing and developing, eating, responding to their environment, getting rid of waste, and reproducing.Animals have similar organ systems.
Students will be able to do . . . (targeted skills):Define the vocabulary.Explain the function of a cell.Compare and contrast a plant cell and an animal cellIdentify the parts of a plant and explain the purposes.Explain plant reproduction.Explain the body systems, the parts, and how they work together.Describe how all animals are alike and how they differ.
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Teaching and learning experiences:
Unit Activity: Make an ABC booklet of words related to the unit. On each page write a word for each letter (or as many as possible) of the alphabet, make an illustration, and write either a definition or something important about the word.
Cells in living thingsAn organism is a living thing that carries out the basic life functions on its own.
Cells are the building blocks of life.
Animal cells have a nucleus, cell membrane, cytoplasm, vacuole, chromosomes, and mitochondrion. They have a wide variety of shapes.
Plant cells have a cell wall, cell membrane, nucleus, mitochondrion, cytoplasm, vacuole, chromosomes, and a chloroplast. They have a boxlike shape.
1. Ask students, “What makes up all living things?”
2. Use a microscope to look at prepared plant and animal slides. How are they alike and how are they different? Discuss what they see.
3. Read pages A6-A10. Create a Venn diagram to compare plant and animal cells.
Use Resource worksheet to review the parts of each type of cell.
PlantsPhotosynthesis is the process in plants that uses energy from sunlight to make food from water and carbon dioxide.
Pollination is the transfer of a flower’s pollen from the anther to the pistil.
1. Review the main parts of a plant – roots, stems, and leaves. Ask, “What does a plant need to survive?” Read A68-74 to find out the importance of each part and how plants make their own food. Discuss what photosynthesis is and how it differs from respiration. Ask, “Why does photosynthesis only happen during the day?” Do Inquiry Skill Builder on A75 to explore photosynthesis versus respiration.
Optional Simulations and Learning Stations Read the background information from “Gifts from the Sun” to accompany
pages A74-A75 in McGraw-Hill text. Then assign roles to students so they can act out the process of photosynthesis (directions and role cards are included.)
Read the background information from “Root Root for Life” to accompany page A71, in McGraw-Hill text. Then choose several of the stations listed in the section Route to Roots so students can further explore the importance of roots to plants and the soil.
ActivityMake a terrarium. (McGraw-Hill Activity book pg. 19)
Make a Model Landscape your terrarium, put taller plants in the back. Spread grass seed, and any rocks, twigs, or other things you like.
If you add small animals, such as earthworms, sow bugs, and snails, be sure to add a small water dish.
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Measure Make a data table on a separate piece of paper. Record the height of each plant. Measure the plants in two weeks, and record the data. Make a bar graph. (useful as a math extension)
Place terrarium in a lighted area. Avoid direct sunlight. Communicate Draw a diagram of your terrarium. Draw arrows to show how
the organisms depend on one another.
Plant Growth and Reproduction1. Read pages A80-A83 to learn about seeds and how they grow. Do Quick Lab on A83 to examine the structure of a seed. 2. Continue discussing how seeds form and grow. Introduce the processes of
pollination and fertilization reading A84-87. Optional Activities:Reading Connection/Simulation:
Read the background information for “Buzzy, Buzzy Bee.” Then have students conduct the simulation and graph their results after pollination. If there is time, repeat the simulation using some of the conditions listed and see how they affect the outcome.
Organ SystemsAn organ is a group of tissues that works together to do a certain job.
A body system is made up of parts that work together.
The circulatory system moves blood through the body.
The respiratory system brings oxygen to body cells and removes the waste gas carbon dioxide.
The excretory system removes wastes from the body.
The digestive system breaks food down for energy.
The nervous system controls all the other body systems.
The skeletal system is made up of bones.
The muscular system is made up of muscles that move bones.
1. Introduce the organ systems of the body. Have students go to All Systems Go! website http://www.sciencenetlinks.com/interactives/systems.html and/or
How the Body Works http://kidshealth.org/kid/htbw/htbw_main_page.html2. Jigsaw students and have each group read about one of the systems in the
Health Handbook found on R20-30 at the back of the Macmillan McGraw-Hill textbook. Then make a model of the body system and use it to tell the class how its parts work together.
3. Another option is to use reproducible models to assist with visual representation of each of the systems from the book The Incredible Human Body found in the Teachers’ Resource section of the library. Second grade introduced the circulatory, digestive, skeletal, and respiratory systems through some the models and basic activities from the book Easy Make and Learn Projects: Human Body.
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Animal Reproduction1. Read B 61 to briefly find out about fertilization and reproduction.
Materials and Resources:
Easy Make and Learn Projects: Human Body (reproducible book found in Teachers’ Resource section of the library)
The Incredible Human Body (reproducible book found in Teachers’ Resource section of the library)Macmillan McGraw-Hill textProject Food, Land, & People
“Gifts From the Sun” “Buzzy Buzzy Bee” “Root Root for Life”
Complete Human Anatomy ModelGrow Lights (2nd has at Lower Milford and Hopewell)
Identify cloud types. Identify weather patterns from data charts (including temperature, wind
direction and speed, precipitation) and graphs of the data. Explain how the different seasons affect plants, animals, food availability and
daily human life.3.5.4D Recognize the earth’s different water resources.
Identify examples of water in the form of solid, liquid, and gas on or near the surface of the earth.
Explain and illustrate evaporation and condensation.4.1.4B Explain the differences between moving and still water.
Identify types of precipitation.4.6.4B Understand the concept of cycles.
Explain the water cycle
Overarching and Essential Questions:What causes patterns in weather?What do clouds tell us?How does water in its various forms add to the water cycle?What is weather’s relationship to the water cycle?
Essential Understandings:There are patterns in the US for temperature, wind, and precipitation.
- Temperatures follow seasonal changes- Winds predominately move from west to east- Bodies of water effect temperature and precipitation
Different clouds indicate different weather conditions.Weather affects water in its various forms on earth.The winds and temperature affect when and where the steps in the water cycle occur.
Assessments: Performance Tasks, ProjectsCreate a new exhibit for the Franklin Institute. The purpose of the exhibit is to teach others about some weather related topic. It could be in the form of a PowerPoint pre-sentation, slideshow, poster, or other idea.Use Weather Tracker to predict the weather and observe patterns in our local area.
Assessments: Quizzes, Tests and Academic Prompts*Common assessment available on server
Assessments: Other Evidence (e.g., observations, work samples, dialogues)
Assessments: Student Self-Assessment
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Students will need to know . . . (targeted understandings):Vocabulary: condensation, precipitation, air mass, air pressure, Jet Stream, trade winds, cirrus, stratus, cumulus clouds, warm, cold and stationary fronts, humidityThe steps in the water cycle (review from 2nd grade)Patterns in weather:
- fronts produce changes in weather (usually wind and rain)- when warm, moist air cools precipitation occurs- fronts form where areas of high and low pressure meet- temperatures follow seasonal changes- winds predominately move from west to east- bodies of water affect temperature and precipitation
Students will be able to do . . . (targeted skills):Read a weather mapMonitor weather using a weather stationIdentify types of cloudsIdentify patterns in weather
Teaching and learning experiences:Water is found in various forms all over the Earth.Water molecules follow a cycle.Water falls to Earth as precipitation – rain, snow, sleet, or hail - depending on the temperature.Bodies of water affect temperature and precipitation.
*Unit Activity- Record, monitor, and analyze daily weather data using the website www.weather.com (this website is the Weather Channel website). The recorded data should be displayed on the class Weather Tracker board within the classroom.
Water and WeatherWater Cycle (review from second grade)Read pages D14-D23 in McGraw-Hill textbook. Use the diagrams on pages D16-D17, and D20-D21 to help review the water cycle. Be sure to emphasize why it is a cycle - it has repeated steps with no beginning or ending, and it keeps on going. Use pages D18-19 and 22 to discuss the various forms of precipitation.Use one of the following activities to demonstrate how rain forms:How Do Raindrops Form? (McGraw-Hill Activity Resource Book p.135)
Make a Model – Pour water into a jar so that the bottom of the jar is covered. Turn the jar lid upside down and rest it on the mouth of the jar. Put three or four ice cubes inside the lid.
Observe – Watch the underside of the lid for ten minutes. Communicate – Record your observations. Discuss results in class as part of
the lesson.Make It Rain In A Bowl (McGraw-Hill Activity Resource Book p.135) Procedure – Pour a cup of hot water into a clear bowl, and then cover it with plastic
wrap. Observe – Have the children observe and draw it on the handout that is found in
Drawing Conclusions – Children can complete the questions that are found on page 135 as well.
Writing Activity: To assess students’ understanding of the water cycle, have students write a narrative piece, “A Day in the Life of a Water Drop”, from a drop of water’s point of view. It must take the drop through the entire water cycle but may begin at any point in the cycle.
Air, Wind, and AtmosphereWhat Makes Weather?Measuring the Weather Air temperature, humidity, air pressure, and wind affect the weather.Clouds come in different shapes, sizes, and colors.The atmosphere is the blanket of air surrounding the Earth.The conditions of the atmosphere create our weather.Clouds are formed when millions of water droplets and/or ice crystals join together in the atmosphere.Scientists describe weather by measuring four properties of air - air temperature, humidity, air pressure, and wind.The uneven heating of the Earth causes wind.Differences in air pressure create winds.Air moves from a place of high pressure to one of low pressure.Meteorologists use various tools to measure the weather.
Explore the physical properties of air. Do Explore Activity on page D63 – What Can Air Do? Alternative activities for exploring properties of air are attached. Read pages D64-65 to learn about the layers of the atmosphere and how conditions there create weather. Continue to read pages D66-69 to find out the properties of air that make weather. View Unitedstreaming video “Heat, Wind, and Pressure.” Use the quiz at the end of the video to review. Discuss how the various properties of air affect the weather.Highlight the formation of clouds as well as the different types of clouds on page D71. Have students read the ABC Teach sheet Clouds to further learn about the cloud types or use district websites on clouds. Have students demonstrate their understanding of the main cloud types by completing a cloud project. They can make a PowerPoint presentation, a cloud chart using white chalk on blue construction paper or cotton on blue construction paper, or take pictures of the clouds outside for 5 days and identify each. Another alternative is to use the Take A Cloud Walk guide to observing and identifying clouds found at www.TakeAWalk.com.
Introduce the various tools used to measure the weather on page D72. View Unitedstreaming video “Weather Smart: Forecasting and Weather Instruments”. Use the website http://www.miamisci.org/hurricane/projectmaterials.html or another source to create weather instruments: barometer, rain gauge, thermometer, wind streamer, and an anemometer. Use them to record weather elements.
Predicting the WeatherIntroduce air masses and how they affect weather and climate. Read pages D78-81. Discuss the patterns in the U.S. for temperature and precipitation. Patterns include:
temperatures follow seasonal changes winds predominately move from west to east bodies of water affect temperature and precipitation fronts produce changes in weather when warm, moist air cools precipitation occurs fronts form where areas of high and low pressure meet the jetstream affects our climate
After discussing weather patterns, begin looking at predicting the weather using weather maps. Read pages D82-83. Use overhead transparency or computer projector to look at weather maps and discuss them. View weather segments from local TV broadcasts. Have students use local weather maps to predict the weather. Have students use Weather Tracker to predict the weather and observe patterns in our local area. Invite a meteorologist from WFMZ Channel 69 Allentown or Service Electric TV2 Newsto come and speak in the classroom. Weather and ClimateRead pages D84-87 to find out how climate is different from weather and what affects climate. View Unitedstreaming video “Weather and Climate” as a review.
Materials and Resources:Macmillan McGraw-Hill Science textReading in Science Resources BookAssessment BookUnitedstreaming videosDistrict fourth grade websites for Science/WeatherNewbridge - Wild Weather (big book)www.weatherchannel.com Weather Tracker Classroom Bulletin Board set (one per classroom)Directions for making weather instruments
Accommodations: Follow IEP/504 plan
Enrichments:
Time: 8-10 lessons (Weather Tracker could be used over a longer period of time.)
Pennsylvania Academic Standards:3.5.4A Know basic landforms and earth history.
Describe earth processes (e.g., rusting, weathering, erosion) that have affected selected physical features in students’ neighborhoods.
Identify various earth structures (e.g., mountains, faults, drainage basins) through the use of models.
Identify the composition of soil as weathered rock and decomposed organic remains.
3.5.4B Know types and uses of earth materials. Identify uses of various earth materials e.g., buildings, highways, fuels, growing
plants). (3.5.7B in Pennsylvania) Identify and sort earth materials according to a classification key (e.g., soil/rock
type).4.2.4A Identify needs of people.
Identify plants, animals, water, air, minerals and fossil fuels as natural resources.Explain air, water and nutrient cycles.Identify how the environment provides for the needs of people.
4.2.4C Know that some natural resources have limited life spans.Identify renewable and nonrenewable resources used in the local community.Identify various means of conserving natural resources.Know that natural resources have varying life spans.
4.6.4A Understand that living things are dependent on nonliving things in the environment for survival.
Describe how certain insects interact with soil for their needs. (nutrient cycle) Identify common soil textures.
Overarching and Essential Questions:How do Earth’s processes create and change landforms over time?What are Earth’s materials and how are they used to meet people’s needs?How can natural resources be conserved?How are soil types different?
Essential Understandings:Landforms are created and changed by actions within the Earth and on Earth’s surface.Pennsylvania’s natural resources are important to its people.Renewable and nonrenewable resources must be managed in different ways.Soil types are different based on their composition of sand, silt and clay.
Assessments: Performance Tasks, ProjectsCreate a museum display describing samples of rocks from Pennsylvania.
Write a poem or song about one of the 3 types of rocks or how the Earth is changed
Have students create a demonstration that shows one way the Earth can be changed and explain it to the class. (optional task)
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Assessments: Quizzes, Tests and Academic Prompts*Common assessment available on server
Assessments: Other Evidence (e.g., observations, work samples, dialogues)
Assessments: Student Self-Assessment
Students will need to know . . . (targeted understandings):Vocabulary: sedimentary, metamorphic, igneous, folding, faulting, erosion, weathering, volcanic action, renewable resources, nonrenewable resources, coal, oil, forest, farmland, organic/living matter, sand, clay, silt, loamHow landforms are created and changed Types of rock: sedimentary, metamorphic and igneousThe difference between renewable and nonrenewable resources How renewable and nonrenewable resources are managed/conservedThe characteristics of each soil type/texture (sand, loam and clay)
Students will be able to do . . . (targeted skills):
Identify characteristics of the 3 basic soil typesIllustrate how landforms are changed over timeClassify different types of rock according to a keyIdentify how different types of rock are formedName some of Pennsylvania’s renewable and nonrenewable resources and how they are used
Teaching and learning experiences:What you can learn from rocksRocks are made of minerals that occur naturally in the Earth.There are 3 types of rocks – igneous, metamorphic, and sedimentary.Igneous rocks are formed from melted rock material.Metamorphic rocks are rocks that are changed by heat and pressure.Sedimentary rocks are formed from bits or layers of rock cemented together.The rock cycle is a never-ending process by which rocks are changed from one type to another type.The lower layers of rock are older than the upper layers.Rocks can tell us about the Earth’s past.
1. Have students bring in rocks or bring in your own rock samples. Begin the lesson by asking if rocks are all alike. Using the rocks, have students do Digging Into Properties activity from Mailbox magazine. What is it that makes them different?
2. Read C6-7 in the McGraw Hill textbook and discuss the different properties of minerals that make up rocks. Use Quick Lab and mineral identification table on C8 to have students use properties to identify different mineral samples.
3. Introduce the 3 types of rocks. Use one of the following activities to help students learn how each rock type is formed. Use activities found in THE AMAZING EARTH MODEL BOOK from Scholastic Professional Books. Make the Inside a Volcano mini-book and Rocks from Fire mini-books so students can see how igneous rocks are formed. Have students create a T-chart
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that shows the rocks made from magma (inside the earth that cools and hardens) and lava (magma’s name when it comes out of the earth and then it cools and hardens). Have students make the Rocks from Sediment mini-poster so students can work with the various materials found in sedimentary rocks. Lead the Rocks that Change activity so students learn how metamorphic rocks are changed by heat and pressure. For a more hands-on way to introduce the types of rock, use A Trio of Types activities from Mailbox magazine. To review, have students sing “Changing Rocks” song. Students can also review by reading C9-12 in their textbooks and complete Resource pages 119-120 or 123.
4. Use the diagram on page C13 to discuss the rock cycle and how it works. Make a Rock Cycle Wheel from THE AMAZING EARTH MODEL BOOK to demonstrate how rocks continuously change. Have students complete worksheet A Rockin’ Cycle from Mailbox June/July 2000.
5. Download and view/discuss Unitedstreaming videos:“Rocks and Minerals: The Hard Facts”“Three Rocks”
6. Other optional activities: Use the activities and materials in the Science in a Nutshell: Rock Origins kit Create vocabulary cards-with the word, definition, and an example. This can be
done on index cards, cut into thirds and used as a matching activity. Centers – Create centers to observe characteristics/ properties of different rocks
(texture, color, pattern, luster, streak, hardness, magnetic) Complete a chart identifying the cause and effects that form several rocks in
each type (igneous, sedimentary, and metamorphic). This can be done as a whole group project or as a cooperative learning group.
Have students play the Mount Rushmore Game to review the rock types.
Shaping Earth’s surfaceA glacier is a large mass of ice and snow that moves over land.Glaciers act like giant bulldozers, pushing and piling up anything in their paths. Glaciers, wind, waves, running water and gravity are forces that shape the Earth.Faulting and folding are processes that also cause the land to be changed.
1. Do Explore Activity How Do Glaciers Scratch and Move Rocks on C33. Ask students to share ways that our Earth can be changed. Read pages C32-C40 in the McGraw-Hill textbook. Make a T-chart listing things that change the Earth and how they change it. Have students draw pictures illustrating how the Earth is changed. Prepare film canister for Rock Breaker experiment. Complete Think About It section of the experiment sheet. The following day take the canister out of the freezer and complete the Look At What Happened section. Ask students how this relates to what they are learning about changes in the Earth’s land. Watch the Unitedstreaming video “Basics of Geology: Erosion and Weather”.
2. Show Unitedstreaming videos “Geologist’s Notebook: Why Land Goes Up and Down” and/or “Geology Basics: Landforms and Living Patterns”. Ask students to identify any other ways the land can be changed.
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The Story of SoilOver time, processes in nature change bedrock into soil.A soil profile shows that there are three layers above the bedrock – horizon A that is made up of topsoil, horizon B that is subsoil usually made of clay, and horizon C that is made up of broken-down bedrock.There are 3 main types of soil – clay, sandy, and silt/loam.Soil is very important because it supplies us with food, filters our water, and provides homes for many organisms.
1. Have students bring in soil samples from home or supply them for the class. Have them complete the Soil Investigation sheet to discover what makes up soil. Record information and discuss students’ findings. 2. Read pages C44-45 in the McGraw-Hill textbook to find out what makes up soil. Use Soil Layers worksheet to draw the layers of the soil. Have students
complete Resource sheet 145 What Is Soil Made Of? (Interpreting Illustrations). Review the meanings of renewable and nonrenewable resources. Ask if soil is renewable. Discuss.
3. Review what makes up the soil. Read Imaginary Journey and have students go through the cycle of a piece of magma becoming part of the soil. Watch the Unitedstreaming video “How to Make Mud Pie”. Pass out diagrams of the
Nutrient Cycle and Soil Ecosystem and discuss them. 4. Read C46-49 to learn about the properties of the 3 main types of soil – clay, silt/loam, and sandy. Pass out soil types chart and as a class or in small groups write down facts about each type of soil. 5. Review the word permeability. Use teacher simulation activity sheet Perc through the Pores Session One. Afterwards, have students complete drawings of the arrangement of particles in each type of soil.6. Read C50-51 to review the importance of soil and whether it is a renewable or nonrenewable resource. What about rocks such as coal?7. Optional activities:
Use the experiment in Weathering Makes Soil to see weathering at work.
Use the experiment Shake ‘n Break to see how running water changes rock.
Use supplemental activity The Feel of Soil to investigate the textures ofthe various soils
Supplemental activity From Apple Cores to Healthy Soil to investigate composting
Materials and Resources:Macmillan McGraw-Hill Science text, Reading in Science Book, Activity Book.Science in a Nutshell-Rock Origins kit Book2Web books
Earthquakes: The Earth’s Shaking Facts and Rocks Minerals Tell Earth’s Story
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Project Food, Land and People -- From Apple Cores to Healthy Soil
Perc Through the Pores
The Real Scoop on Dirt
Activities from the Earth Models book (no longer in print) Inside a Volcano Rocks from Fire Rocks from Sediment Rocks that Change Rock cycle wheel
“Imaginary Journey” read aloud pageWeathering Makes Soil pages 37-42 (Activity 5) from the Delta Science Module Soil Science Shake and Break experimentPA Dept. Of Agriculture - PA Ag Mag www.AGCLASSROOM.ORG/PA - soil editionUnitedstreaming videos Southern Lehigh’s Elementary Program Fourth Grade Science websites
Pennsylvania Academic Standards:3.4.4D Describe the composition and structure of the universe and the earth’s place in it.
Recognize earth’s place in the solar system. Explain and illustrate the causes of seasonal changes. Identify planets in our solar system and their general characteristics. Describe the solar system motions and use them to explain time (e.g., days,
seasons), major lunar phases and eclipses.
Overarching and Essential Questions:What is Earth’s place in the solar system?Why do the seasons change?Does the order of the planets affect their characteristics?What are the results of the solar system’s motions?
Essential Understandings:The Earth and planets are in an order in the solar system and it affects their characteristics.Rotation causes day and night.Revolution and the tilt of the Earth on its axis cause seasons and years.The relative positions of the sun, moon and Earth create eclipses and phases of the moon.
Assessments: Performance Tasks, ProjectsImagine that you are an astronomer and have discovered a new planet in our solar system. Write a report for NASA to be included in their data bank.
Describe the location of your planet. (temperature, orbit, seasons, composition)
Describe the characteristics of your planet based on what you have learned about the other planets.
Explain why your planet has those characteristics. Make sure you include details from what has been discussed in class.
Draw a picture of your planet to go along with the report. The picture should show the planets characteristics and its location in the solar system.
Assessments: Quizzes, Tests and Academic Prompts*Common assessment available on server
Assessments: Other Evidence (e.g., observations, work samples, dialogues)
Assessments: Student Self-Assessment
Students will need to know . . . (targeted understandings):Vocabulary: rotation, revolution, axis, orbit, inner/rocky planets, outer/ gaseous planets, eclipses, satellites, lunar phases (review from 2nd grade)
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Rotation causes day and night (review from 2nd grade)Order of the planets (review from 2nd grade)Forces of gravity and inertia keep the planets in their orbits.Revolution and the tilt of the earth’s axis causes seasons and yearsThe seasons are caused by the change in the intensity of the sunlight due to the tilt of the Earth and its position in its orbitLunar phases occur due to the amount of light reflected off the moon’s surface in relation to the Earth’s positionA solar eclipse occurs when the moon is between the sun and the earthThe inner planets are rocky and hotterThe outer planets are gaseous and colderLonger orbits cause longer years
Students will be able to do . . . (targeted skills):Identify special characteristics of the planets (ex. Rings of Saturn, color of Mars, etc.)Draw and label a diagram of a solar or lunar eclipse.
Teaching and learning experiences:Earth, the Moon, and the SunRead pages C64-C74 in the McGraw-Hill textbook. Use diagram on page C67 to show how the earth is not only tilted on its Axis but also rotates on the axis as it moves around the sun. Seasons are explained on pages C68 and C69 with the help of a diagram outlining how the Earth’s position in the solar system effects the seasons. Please be sure to use the Inquiry Skill builder on page C74 to help the students interpret information on a lunar calendar. (See activities section below for greater detail)Activity:
Use models of our solar system (should have them in your building) to demonstrate the movement of the Sun, Earth, and moon. This should include day and night, lunar and solar eclipses, and seasons.
Use page C74 in McGraw-Hill textbook to demonstrate and interpret a lunar calendar. With this concept you may also use page 96 in the Activity Resource book to reaffirm the concepts learned.
How do the Sun, Earth and Moon Move ExperimentThis experiment is optional for the beginning of the unit, to help show students the movement of the Sun, Earth, and Moon. (The experiment is located on page 93 of the Student Resource book. Teacher may have to provide extra materials.)
The Solar System and BeyondRead pages C78-C89 in McGraw-Hill textbook. The diagrams on Page C80 will help explain the inner planets and outer planets, and begin to discuss the differences between the planets. Use the diagrams on page C83 and C85 to better explain the differences and similarities of the inner and outer planets. Activities:
Use text and trade books as well as videos on united streaming (see itemized United Streaming inventory) to explore the characteristics of the different planets. This could be done as a whole group classroom project, as part of centers, or as a jigsaw.
Create a class Venn diagram or T-chart to show differences and similarities between the inner planets and the outer planets. Be sure to use the information gathered from the above activity to help facilitate this activity.
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Reading Extensions:Use page 151 in McGraw-Hill Reading in Science resource book to review the Cause and Effect strategy learned in Reading class. Have the children complete the Cause and Effect questions that accompany the workbook pages.
History Extensions:Pages C90 and C91 give a brief history of some famous beginning astronomers, this information can be used as a research project or as an extension within a center time.
Materials and Resources:McGraw-Hill Science text Reading in Science Resources BookAssessment BookUnitedstreamingModels of the solar systemBook2Web-Our Solar System module
Accommodations: Follow IEP/504 plans
Enrichments:
Time: 10 lessons
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SOUTHERN LEHIGH SCHOOL DISTRICTScience Essentials
Grade 4 Science
Energy (Electricity and Light) (revised Fall 2008)
Pennsylvania Academic Standards:3.4.4B. Know basic energy types, sources and conversions.
Identify energy forms and examples (e.g., sunlight, heat, stored, motion). Know the concept of the flow of energy by measuring flow through an object or
system. Describe static electricity in terms of attraction, repulsion and sparks. Apply knowledge of the basic electrical circuits to design and construct simple
direct current circuits. Classify materials as conductors and nonconductors. Know the characteristics of light (e.g., reflection, refraction, absorption) and use
them to produce heat, color or a virtual image.
Overarching and Essential Questions:What is energy?Where does energy come from?How does energy move?How does energy transform?What is light?What does light do?
Essential Understandings:Sunlight, heat, and motion are forms of energy.A buildup of electrical charge causes static electric.Energy travels through a path or circuit.Energy can be changed from one form to another.Light is energy.Light produces heat, color and images.
Assessments: Performance Tasks, ProjectsRecreate a complete simple circuit. Create an energy scrapbook (textbook F104)Performance Task:A company makes a lightening rod out of plastic. It is advertised as being lighter and cheaper than a metal rod. Is this rod a better product? Will it work? Explain why or why not
Assessments: Quizzes, Tests and Academic Prompts*Common assessment available on server
Assessments: Other Evidence (e.g., observations, work samples, dialogues)
Assessments: Student Self-Assessment
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Students will need to know . . . (targeted understandings):Vocabulary: discharge, conductor, nonconductor, static electric, insulator, circuit, current electric, attraction, repulsion, electromagnet, voltage, volt, conduction, convection, radiation, potential energy, kinetic energy, reflection, refraction, spectrumThe various forms of energy are chemical, electrical, light, mechanical, thermal, and nuclear.Batteries transform chemical energy into electrical energy.Electromagnets transform magnetic energy into electrical energy.Light travels in waves
different length waves create the spectrum the colors of the spectrum are ROY G BIV (red, orange, yellow, green, blue,
indigo, violet) reflection creates images absorption creates color
Students will be able to do . . . (targeted skills):Build a simple circuit.Categorize items by conductors and nonconductors.Demonstrate attraction and repulsion using various objects.Know what the sun, a burning candle, and a flashlight have in commonDefine wavelength, spectrum, reflection, absorptionExplain what occurs when you mix colors of lightExplain why we see the colors of objects
Teaching and learning experiences:Motion, Forces, and EnergyEnergy is the ability to do work.Energy is needed to apply force to an object to make it move.Energy makes motion and change possible.Kinetic energy is the energy an object has because it is moving.Potential energy is energy that is stored waiting to be used.There are many forms of energy – chemical, electrical, light, mechanical, thermal, and nuclear.
1. Tell the class that you are full of energy today. Ask, “What is energy?” Read pages F2 and F14-16 in the McGraw-Hill textbook. Complete Energy graphic organizer together. Use the table on F15 to complete the table on energy forms. To further explore energy go to www.eia.doe.gov/kids/energyfacts/. Create a web illustrating types of potential and kinetic energy. Use the following websites for demonstrations and comprehension of potential and kinetic energy : http://www.glenbrook.k12.il.us/gbssci/Phys/mmedia/energy/ce.html and http://science.howstuffworks.com/roller-coaster3.htm To review the lesson, have students complete Interpret Illustrations Resource page 296 and write two examples of potential and kinetic energy on the back. Enrichment or extension activities:
Have students write a journal entry explaining the difference between potential and kinetic energy.
Draw a roller coaster and label the locations of potential and kinetic energy. Go to www.firstenergycorp.com/kids/index.html and
www.midamericaenergy.com/eew/learn/index.html for additional information and activities about energy.
HeatHeat is the flow of energy from one object to another.Temperature is the measure of how hot or cold something is.A thermometer is used to measure temperature.Heat can be transferred in three ways: conduction, convection, or by radiation.Conduction is the transfer of energy between two objects that are touching, such a pot on stove.Convection is the transfer of energy by the flow of liquids or gases, such as water boiling in a pot or warm air rising in a room.Radiation is the transfer of energy through space. The Sun, fossil fuels, wind, water, tides, and energy from within the Earth are all sources of power and heat.Fossil fuels are not renewable resources.
1. Ask students, “Do you think we can cook a hot dog with a battery?” Perform Hot Dog experiment. Discuss the results. View Unitedstreaming video “Heat, Temperature, and Energy” (lower level) or “Exploring Heat” (higher level). 2. The next day have partners choose three objects to place in the sun for five minutes. Remove them from the sun and feel which holds more thermal energy (heat) the longest. Share their results. Then have partners place three thermometer in the sun leaving one uncovered, another covered in white paper, and the last one covered in black paper. Share results and conclusions. Have students read pages F32-F40 in the McGraw-Hill textbooks. Discuss how heat and temperature are related. Discuss the differences between the Fahrenheit and Celsius scales. Have the children name some conductors and insulators which they have used. Discuss the differences between conduction, convection, and radiation through a T-chart or a Venn Diagram. Use page F36 in the McGraw-Hill textbook. Other activities (optional):
Conduct the Sun Trap activity to demonstrate how stones absorb and hold heat and cold
Use the Energy Pyramid Game to simulate the flow of energy within a terrestrial ecosystem
Explore activity on page F33 of the McGraw Hill textbook to discuss heat and how it relates to certain animals. How do they keep themselves insulated? What role does fat play in keeping animals warm?
LightLight is a form of energy.White light is made up of all the colors of the spectrum.A spectrum is a range of light waves with different wavelengths.A wavelength is the distance from the top of one wave to the top of the next wave.Each color that we see has a different wavelength.The colors of the visible spectrum are red, orange, yellow, green, blue, indigo, and violet.The electromagnetic spectrum contains waves we cannot see such as radio waves, microwaves, and infrared waves.
Light travels away from a source in straight lines and in all directions.Reflection occurs when light waves bounce off a surface.Refraction is the bending of light as it passes from one transparent material into another.
1. Ask students, “What color is white light made up of?” Explain that white light is made up of red, orange, yellow, green, blue, indigo, and violet. Introduce the mnemonic device ROY G BIV and the term spectrum. Hand out Light Energy graphic organizer and have students fill in the first section. Using a triangular prism (solid figure in math), have students try to split white light into the colors of the spectrum. If it is not a sunny, have them use flashlights to help break the light into the colors of the spectrum. Explain that each color has a different amount of energy and bends differently. Talk about why we see certain colors because of absorption. Next discuss reflection. Ask students for examples of where there are reflections (mirrors, shiny surfaces). Allow students to use flashlights and mirrors to demonstrate the rays of light bouncing off the mirror and traveling in a straight line. Continue to add drawings and information to graphic organizer. Then have students put a pencil into a clear plastic cup of water to see how the light rays enter the water and bend or refract making the pencil look broken. To review concepts presented, view Unitedstreaming video “Light a Visible Form of Energy”. Read pages F40-51 and F45-46 to further review reflection and refraction as they pertain to light. Enrichment or extension activities:
McGraw-Hill Resource book 183 Absorbing Light activity focusing on the using the scientific method. This activity is also available in the textbook F49.
Read page F44 in the McGraw-Hill textbook and online about sundials. Have students try to create a classroom sundial. Explain that light cannot travel through certain items, thus creating a shadow. This shadow if placed in the right direction can be used to tell time.
Static ElectricityStatic electricity is the buildup of an electric charge on a material.Some particles have a negative charge and some have a positive charge.Opposite charges attract each other.Like charges repel (move away from) each other.Discharge is the movement of a charge.Conductors are materials that electricity can easily flow through.Insulators are materials through which electricity does not flow.
1. To introduce static electricity, shuffle across the carpeted floor and touch some- thing metal and act as if there was a static electric discharge or shock. Ask, “What just happened?” Discuss that there was a build up of static electricity and it was discharged on the metal. Static electricity is a form of energy. Show United- streaming video “Electricity and Magnetism – Static Electricity”. Review vocabulary from the video by using Vocabulary Cards. Partner students and pass out Static Electricity Experiments sheet. Use Exit Slip at the bottom of the experiment page to wrap up the lesson.2. If needed, have students read pages F70-F75 in the McGraw-Hill textbook. Talk about static electricity and why it happens, using the vocabulary words attraction and
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repulsion. Students should be familiar with magnets, as it follows the same attraction and repulsion rules. Discuss what an electrical discharge is, and how insulators and conductors pertain to electrical discharge. Use the diagram on page F-73 to discuss lightning and how the electrical charges help to create it.
Current ElectricityCurrent electricity is electricity that flows through a circuit.A circuit is path through which electricity can move.A switch is used to control the current in a circuit.A series circuit allows electricity to flow one way.A parallel circuit allows electricity to flow in more than one way.A volt is a unit for measuring the force with which negative charges flow.Voltage is a measure of the force with which negative charges flow.
1. Introduce by asking, “Where do we find electric? What is it used for?” Yesterday we explored static electricity and today we will look at electricity from a battery. Use an overhead of a battery to show how the electrons flow. Ilustrate a circuit and how it needs to be closed in order for the electrons to flow through it and produce electricity. Have students simulate how a circuit works by joining hands to complete the circuit (closed). As each person gently squeezes the hand of the next person, this will act as electrons flowing through the circuit. When someone lets go; the electrons can no longer keep flowing (open circuit). Also demonstrate series and parallel circuits and look at what happens when someone lets go – in a parallel one part can still move/work even if the other is open. Show the components used to make a circuit – talk through how to build a circuit. Partner students and pass out supplies. Have partners build circuits to make a bulb light up. Draw an example of a circuit and label its parts.2. The next day review what they learned about circuits and have students choose items (erasers, rulers, spoons, pencils, paper clips, etc.) from a table and test to see if they are able to conduct electricity when placed in the circuit. Share their findings. Introduce the terms conductors and insulators. Test a few more items such as a lemon. Record on Insulators/Conductors sheet. Students could also read pages F78- F82 in the McGraw-Hill textbook to review or show the Unitedstreaming video “Hot Line: All About Electricity”. Have students complete Video Notes worksheet.3. To review for unit assessment, have students create a study guide by visiting five centers and completing the assignment at each center. Begin by first showing the Unitedstreaming video “Exploring Light and Color”. Introduce the centers and have students rotate to each of the centers. The teacher should circulate as students com- plete the activities. Check packets for accuracy.
Materials and Resources:Science in a Nutshell – Electrical ConnectionsElectricity activities - McGraw-Hill Activities Resources Book 190-197Energy Pyramid Game activity sheetStudy guide centers directions and sheetsUnitedstreaming videosSouthern Lehigh’s Elementary Program Fourth Grade Websites can be used throughout the unit to review and practice working with concepts
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SOUTHERN LEHIGH SCHOOL DISTRICTScience Essentials
Accommodations: Follow IEP/504 plan
Enrichment:See suggestions listed after each topic. McGraw-Hill Cross Curricular Book (many creative and challenging extensions for students)Electrifying Ben page 43Making Electricity page 45Energy Stories page 46Designing a Toy page 47
Time: 10 lessons
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SOUTHERN LEHIGH SCHOOL DISTRICTScience Essentials
Grade 4 Science
Matter (revised 2008)
Pennsylvania Academic Standards:3.4.4A Recognize basic concepts about the structure and properties of matter.
Describe properties of matter (e.g., hardness, reactions to simple chemical tests). Know different material characteristics (e.g., texture, state of matter, solubility).
3.4.4B Know basic energy types, sources and conversions. Identify energy forms and examples (e.g., sunlight, heat, stored, motion). Know the concept of the flow of energy by measuring flow through an object or
system. Know and demonstrate the basic properties of heat by producing it in a variety of
ways.3.4.4C Observe and describe different types of force and motion.
Describe the position of an object by locating it relative to another object or the background (e.g., geographic direction, left, up).
3.5.4D Recognize the earth’s different water resources. Identify examples of water in the form of solid, liquid and gas on or near the
surface of the earth. Explain and illustrate evaporation and condensation.
Family and Consumer Science11.3.6 G Describe the physical, biological, and chemical changes that take place in food preparation.
Overarching and Essential Questions:What are the properties and characteristics of matter?What are the forms of energy and how can they be used to change matter?
Essential Understandings:The properties and characteristics of matter.The forms of energy and how they can be used to change matter.The difference between a chemical and physical change.
Assessments: Performance Tasks, ProjectsStudent designed experiment related to unit using the scientific method
Brainstorm a list of questions to explore Have each small group make a hypothesis and design an experiment to answer
the question Collect materials for the experiment Conduct experiment Record results Draw conclusions Share experiment with the class
Fizz Bizz (create your own experiment) Activity – Group chemistry experiment
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SOUTHERN LEHIGH SCHOOL DISTRICTScience Essentials
Assessments: Quizzes, Tests and Academic Prompts*Common assessment available on server
Assessments: Other Evidence (e.g., observations, work samples, dialogues)
Assessments: Student Self-Assessment
Students will need to know . . . (targeted understandings):Vocabulary: matter, atom, compound, mixture, element, chemical change, physical change, area, buoyancy, density, length, mass, volume, weight, evaporation The characteristics of matter and the signs of chemical change (change in color, temperature change, production of a gas, formation of a precipitate)All substances can be described and classified by their properties.Matter can be measured using standard units of measure.Matter is made of tiny particles that can be classified, mixed, and combined.Physical changes and chemical changes are responsible for many of the things we encounter in everyday life.Energy is needed to make matter change.Potential energy is energy that is stored or waiting to be used, giving an object the future ability to do work.Kinetic energy is the energy an object had because it’s moving.Chemical energy is a form of stored energy. Food, fuel, and batteries store energy and go through change. During changes energy is given off.
Students will be able to do . . . (targeted skills):Describe and classify substances by their properties.Measure matter in standard units.Identify a change as physical or chemical.Identify the energy form(s) that are used to produce a physical or chemical change or occur as a result of chemical change.
Teaching and learning experiences:
How can you identify matter?Matter is anything that takes up space and has mass.Matter exists in three states – solid, liquid, and gas.Matter has observable properties, including color, texture, shape, size, hardness, temperature, magnetic attraction, ability to dissolve in a liquid, and buoyancy.
Use Get Ready question on E4 of the textbook to review what matter is. Complete Explore Activity on E5 in groups or as a whole class to discover if air is also matter.
Read pages E2-E12 in McGraw-Hill science textbook. Use pictures, charts, and props to help demonstrate the three basic states of matter (solid, liquid, and gas).Students need to understand that the particles making up the different states of matter have different characteristics. Use the illustrations on pages E8 and E9 to help you discuss the properties of each. Introduce the word density to
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SOUTHERN LEHIGH SCHOOL DISTRICTScience Essentials
describe the amount of matter in a given space. Use Red, White and “Oooooo” teacher demonstration to show density of matter.
Molecules simulation: Have student stand together tightly and try to move together. This is like to molecules in a solid. Then have them spread apart to demonstrate a liquid. Finally have them spread very far apart like the molecules in a gas. Have students create a chart to organize the properties related to the different states of matter. Students can use cotton balls or drawings to demon-strate their understanding of the concept.
Continue investigating characteristics of matter by breaking students into small groups and giving each several objects to describe. Have them share their ideas. Discuss that matter can be described by its color, shape, size, texture, smell, temperature, buoyancy, and magnetic attraction. This skill will be used as part of physical and chemical change experiments later in the unit.
How can matter be measured?
Matter can be measured using standard units of measure.
Length, area, and volume are measurements of matter.
Since length, area, and volume are part of the math curriculum, read E16-E17 and briefly discuss them.
How is matter classified?
Matter can be classified according to its properties. Use Explore Activity E31 in the McGraw-Hill textbook to introduce
classification of matter.
Read pages E32-E39 in McGraw-Hill textbook. Introduce the periodic table of elements, mixtures, solutions, and compounds. Use the common compounds diagram on page E37 to discuss some common compounds that we use and see every day.
The World of Matter (big book in school library)- This book is a supplemental trade book that can be used to enrich students within centers, or as part of a read aloud.
How can matter be changed?What causes the change?
A physical change is a change that begins and ends with the same type of matter. A chemical change is a change that produces new matter with different properties from the original matter.There are four signs that indicate a chemical change has occurred: a change in color, formation of a gas, formation of a precipitate, or a change in temperature.Heat energy causes matter to change state.As changes are made energy is used or given off.
Physical changes
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Have students observe, predict, experiment, and infer using Explore Activity E43 in McGraw-Hill textbook.
Read pages E42-E47 in McGraw-Hill textbook. Define what a physical change is (review from 2nd grade and use the flowchart on pages E46-E47 to look at how adding or taking away heat energy changes the state of matter.
Activity : Creating a Physical Change: Materials: Beakers, Ice, Hot plate Procedure: Put the ice into a beaker, and ask what form the water is currently in? Have the children infer what the ice will look like in 10 minutes, 15 minutes, and 20 minutes. Let the water stand for 20 minutes making observations every 5 minutes. When the ice has completely melted, ask the students in what form is the water now? Can the water physically change into another form? Turn on the hotplate and boil the water, explain to the children that the particles that form the matter are beginning to separate and turn into a gas. Show the children that you have successfully physically changed water into 3 different states of matter. Drawing Conclusions:
- What happened to the particles when you added heat to each one of the separate states of matter?
- Predict: Which one of the following beakers will boil faster, and why?Beaker A: Cold water from a faucet Beaker B: Hot water from a faucet- Can you change water from a gas to a liquid? How?
Chemical Changes Explore Activity page E51 of McGraw-Hill textbook or use Changes and Ch-
Ch-Ch-Changes sheets to introduce chemical changes. Read pages E52-E57 in McGraw-Hill textbook. Create a classroom Venn
diagram that shows the similarities and differences between a chemical change and a physical change. Read F14-F15 and discuss the need for energy to make matter change. Introduce the terms potential energy and kinetic energy. Focus on the chemical form of energy on the chart on F15. Forms of energy will be revisited in the Energy unit.
View the DVD: Bill Nye the Science Guy- Chemical Reactions. Have students write down at least one chemical change they saw while viewing the DVD, and how they know it is a chemical change.
As a center, have students look in magazines for examples of chemical and physical changes. Have them cut them out and either paste them onto a large poster board chart for the class or make their own charts showing different types of physical and chemical changes.
Through the use of a series of experiments, help students understand there are ways to determine that a chemical change has taken place – formation of a gas, formation of a precipitate, color change, and a change of temperature. Students should know that not all chemical changes happen right away. A review of safety rules and introduction of proper use of tools should be done before starting any experiments. Use the practice thermometer to review reading a thermometer before starting experiments.
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SOUTHERN LEHIGH SCHOOL DISTRICTScience Essentials
Experiments (student and teacher sheets are attached): Washing Soda Solution and Vinegar (formation of a gas) Calcium Chloride Solution and Washing Soda Solution (formation of a precipitate) Litmus Solution (change of color and formation of a gas) Hypo Crystals and Water (change of temperature) It’s a Matter of Change worksheet can be used to quickly assess students’
understanding of physical and chemical changes. If time permits, you could choose to conduct a few other experiments to
demonstrate different types of chemical changes. Depending on your schedule, arrangements can be made to have high school
chemistry students come into the classroom to perform experiments and work with students.
Materials and Resources:McGraw-Hill Science text Reading in Science Resources BookAssessment BookNewbridge – The World of Matter (big book)Bill Nye the Science Guy - Chemical Reactions DVDHot plateContainers for mixing chemicals
