Unit One
Port Clinton Science Course of Study | |
|GRADE: 4 |UNIT: Earth Systems |Suggested Time: 12 weeks |
|Standard Earth and Space Sciences |
|Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes |
|demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the |
|interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and |
|principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical |
|perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. |
|TOPICS/ |Water |States of Matter |Weather |
|CONCEPTS | | | |
| |C. What are Earth's resources including |B. What are the physical properties of |D. What is weather and the changes that |
|Benchmarks |rocks, soil, water, air, animals and plants |matter in its various states? |occur over a period of time? |
| |and the ways in which they can be conserved? |[4.physical.B] | |
|Essential Questions | | | |
| | | | |
|Indicators |1. Identify how water exists in the air in |1. Explain that matter has different states |1. Explain that air surrounds us, takes up |
| |different forms (e.g., in clouds, fog, rain, |(e.g., solid, liquid and gas) and that each |space, moves around us as wind, and may be |
|What Students |snow and hail). [4.ES.2] |state has distinct physical properties. |measured as barometric pressure. [4.ES.1] |
|Need To KNOW | |[4.Physical.4] | |
| |2. Investigate how water changes from one | |2. Describe weather by measurable quantities|
|Students will… |state to another (e.g., freezing, melting, |2. Investigate how water changes from one |such as temperature, wind direction, wind |
| |condensation, evaporation). [4.ES.3] |state to another (e.g., freezing, melting, |speed, precipitation, and barometric |
|NOTE: | |condensation, evaporation). [4.ES.3] |pressure.[4.ES.4] |
|Code by | | | |
|Grade-Stand.# | | |3. Record local weather information on a |
|[3-Physical.3] | | |calendar or map and describe changes over a |
| | | |period of time (e.g., barometric pressure, |
|OR | | |temperature, precipitation symbols, cloud |
| | | |conditions). [4.ES.5] |
|Going Beyond The Standard| | | |
|[Physical+] | | |4. Trace how weather patterns generally move|
| | | |from west to east in the United |
| | | |States.[4.ES.6] |
| | | | |
| | | |5. Describe the weather which accompanies |
| | | |cumulus, cumulonimbus, cirrus and stratus |
| | | |clouds. [4.ES.7] |
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| | | | |
|TOPICS/ | |States of Matter |Weather |
|CONCEPTS |Water | | |
|Indicators |1. Analyze a series of events and/or simple |1. Analyze a series of events and/or simple |1. Select the appropriate tools and use |
| |daily or seasonal cycles, describe the |daily or seasonal cycles, describe the |relevant safety procedures to measure and |
|What Students |patterns and infer the next likely |patterns and infer the next likely |record length, weight, volume, temperature |
|Need To Be Able To DO |occurrence. |occurrence. [4-SI-2] |and area in metric and English units. |
|[SI/SWOK/ST] |[4-SI-2] | |[4-SI-1] |
| | |2. Explain why keeping records of | |
|Students will… |2. Develop, design and conduct safe, simple |observations and investigations is |2. Analyze a series of events and/or simple |
| |investigations or experiments to answer |important. [4-SWOK-4] |daily or seasonal cycles, describe the |
|NOTE: |questions. | |patterns and infer the next likely |
|Code by |[4-SI-3] | |occurrence. [4-SI-2] |
|Grade-Stand.# | | | |
|[3-Inquiry.3] |3. Explain the importance of keeping | |3. Develop, design and conduct safe, simple |
| |conditions the same in an experiment. | |investigations or experiments to answer |
|OR |[4-SI-4] | |questions. [4-SI-3] |
| | | | |
|Going Beyond The Standard|4. Describe how comparisons may not be fair | |5. Explain the importance of keeping |
|[Inquiry+] |when some conditions are not kept the same | |conditions the same in an experiment. |
| |between experiments. [4-SI-5] | |[4-SI-4] |
| | | | |
| |5. Formulate instructions and communicate | |6. Describe how comparisons may not be fair |
| |data in a manner that allows others to | |when some conditions are not kept the same |
| |understand and repeat an investigation or | |between experiments. |
| |experiment. [4-SI-6] | |[4-SI-5] |
| | | | |
| |6. Describe, illustrate and evaluate the | |7. Formulate instructions and communicate |
| |design process used to solve a problem. | |data in a manner that allows others to |
| |[4-ST-3] | |understand and repeat an investigation or |
| | | |experiment. [4-SI-6] |
| |7. Explain discrepancies in an investigation | | |
| |using evidence to support findings. | |8. Describe, illustrate and evaluate the |
| |[4-SWOK-3] | |design process used to solve a problem. |
| | | |[4-ST-3] |
| |Forms |Matter |Air |
|Engaging |Changes in state |Properties |Barometric Pressure |
|Vocabulary |Cycles |Changes in state |Temperature |
| |Patterns |Patterns |Wind Direction |
| |Infer |Infer |Wind Speed |
| |Design and Conduct |Records |Precipitation |
| |Conditions | |Cumulus |
| |Data | |Cumulonimbus |
| |Discrepancies | |Cirrus |
| |10. Investigations | |10. Stratus |
| | | |11. Tools |
| | | |12. Measure |
| | | | |
|TOPICS/ |Water |States of Matter |Weather |
|CONCEPTS | | | |
|Possible | | | |
|Paper/Pencil | | | |
|Assessment Items | | | |
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|Possible |Science Journal Topics From McDonald |Science Journal Topics From McDonald |Science Journal Topics From McDonald |
|Writing Prompts |Publishing |Publishing |Publishing |
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|Possible |See Foss Water Unit |See Foss Water Unit |Interdisciplinary Tasks: Weather. |
|Performance | |See Delta | |
|Assessments | |Weather Instruments Kit | |
| | | |See: Delta Weather |
| | | |Instruments Kit |
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| | | | |
|Possible |See Foss Water Unit |See Foss Water Unit |See Delta |
|Project | |See Delta Weather |Weather Instruments Kit |
|Assessments | |Instruments Kit | |
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|TOPICS/ |Water |States of Matter |Weather |
|CONCEPTS | | | |
|Teaching |Board Adopted Materials |Board Adopted Materials |Board Adopted Materials |
|Resources |Foss Water Unit |Foss Water Unit |Delta Weather Instruments Unit |
| |Science– Ohio Edition |Science– Ohio Edition |Science– Ohio Edition (Textbook) |
| |(textbook) |(textbook) |Harcourt School Publishers |
| |Harcourt School Publishers |Harcourt School Publishers | |
| | |States of Matter – Delta |Suggested Supplemental Resources |
| | |Science Readers |ode.state.oh.us |
| |Suggested Supplemental Resources | |Clouds and Weather |
| |Water 3: Melting and Freezing - |Suggested Supplemental Resources |ode.state.oh.us |
| |ww. |The Water Cycle |Temperature and Hours of Daylight |
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|Literature Links |Science Stories to go with Foss Water Kit |Science Stories to go with Foss Water Kit |National Geographic Reading Expeditions – |
| |National Geographic |National Geographic |Extreme Weather |
| |Reading Expeditions |Reading Expeditions |National Geographic Reading Expeditions – |
| |Wonders of Water |Matter, Matter, Everywhere |Introduction To Weather |
| | |States of Matter – Delta Reading Series |National Geographic Reading Expeditions – |
| | | |Weather and Climate |
| | | |Weather Station by Harcourt Brace |
| | | |Weather Watch by Harcourt Brace |
|Teacher | | | |
|Notes | | | |
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