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 | | | |

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|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 |

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|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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