Laura Hostetler And Ava Kelley Science Charts

Day 6 HKSOL: 4.1 Observe/ infer/ predict/ conclude S/LI: The teacher will explain the difference between observation, Inference, and Prediction. Information gained through the senses: Observation. Why it happened: Inference. What I expect to observe in the future: Prediction. MO: The teacher will involve the class in making observations, inferences and predictions by rolling different objects down a ramp. S/LI/CM: The students will listen and formulate questions as the teacher describes the difference between, observations, inferences, and predictions. Students will take turns rolling the objects down the ramp. As the teacher poses questions, the students will share their answers with the class. Rezba, p. 105

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 2 Character Trait: Courage Day 7 Day 8 Day 9 HKSOL: 4.1 Observe/ infer/ predict/ conclude Using a plant from the classroom, the teacher will explain the difference between qualitative and quantitave observations. The teacher will write some qualitative made about the plant on the board. The teacher will then guide the class in making quantitave observation about the plant. The teacher will use a metric ruler, balance, and thermometer to make observations. The teacher will guide the students in making ubleck.

HKSOL: 4.1 Hypothesis

HKSOL: 4.1 Hypothesis

The teacher will give some examples of cause-and-effect relationships. The teacher will explain that changing the cause of something will change the effect. The teacher will explain that the object being changed is the variable. The teacher will use a container filled with water and three different objects to illustrate causeand-effect relationships. Each time an object is dropped into the container, the teacher will write the cause and the effect of the change.

The teacher will review the previous days lesson about variables. The teacher will then explain that by observing causeand-effect relationships and identifying the variables, one can make a testable hypothesis. The teacher will explain that a hypotheses will point to the way towards the design of an experiment to test it. The teacher will use examples from the previous lesson to illustrate how to state a hypothesis.

The students will interact with the plant and make a list of qualitative observations. The students will use their own metric rulers, balances and thermometers to make quantitative observations about the plant. The students will make qualitative and quantitative observations of the ubleck. Students will also state the sense they used as well as the measurement tool used.

The students will help identify cause-andeffect relationships. As the teacher drops the objects into the water, the students will identify variables that might affect how fast the objects fall. The students will be grouped into small groups. Each group will be given objects to construct causeand-effect relationships. The groups will explain the relationship of the objects to the class, and identify the variables.

The students will be separated into the same groups as the day before. Students will observe the cause-and-effect relationships. The students will be given ten minutes to create a hypotheses. The teams will present their hypotheses as a couplet (a pattern of poem with two lines ending in rhyme). DA. Students with a strong Verbal-linguistic intelligence area will benefit from writing the poem and orally presenting their work. Rezba, p. 236-238

Day 10 HKSOL: 4.1 Constant Experiment The teacher will explain that when testing a hypothesis, it is important to keep some variables constant throughout the experiment. The teacher write the students’ hypothesis on the board. The teacher will guide the class in testing the hypothesis. The teacher will purposefully change one variable that is not a part of the hypotheses to illustrate how it corrupts the experiment. The students will restate their hypothesis. The students will perform hands-onexperiments as each group performs their experiments in front of the class during instruction. The students will identity the variable that should remain constant. The students will also observe what happens when the variable that must be held constant changes. The students will take a vocabulary quiz on the science words for week two. Rezba, . 135-137

Rezba,, p. 8-10

Day 16 HKSOL 4.1 Constant Experiment The teacher will review the key terms from the previous week and write them on the board; Observation, Inference, Conclusion, Prediction, Variables, Independent Variables, and Hypothesis. The teacher will lead the class in setting up the scientific investigation on page 133 of the Rezba text. Students will discover how the amount of calcium chloride affects the temperature of water.

Rezba 33

The students will make quantitative observations that involve the use of a thermometer and a granulated cylinder. The students will make inferences about the change in water temperature as well as make predictions. Students will identity the dependant and independent variables. Finally, the students will make a hypotheses based on what they have observed from the experiment.

Rezba, p. 234-236

Cornett, p. 142.

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 4 Character Trait: Courage Day 17 Day 18 Day 19

Day 20

HKSOL 4.1 Instruments of Measure The teacher will introduce the lesson by questioning the students on what they already know about measuring length and volume. The teacher will guide the students in an activity that will help them understand the importance of using a standard measure of unit. The teacher will discuss how people in ancient times used their body parts for measurement and how that caused problems in communication. The teacher will introduce the metric system, the meter, and the prefixes for meter and their meanings.

HKSOL 4.1 Instruments of Measure The teacher will present the students with two objects of similar size but unequal masses. The teacher will make a baseline assessment by asking the students which object has the greater mass. The teacher will explain the difference between weight and mass by using a balance. The teacher will introduce the gram as the basic unit for measuring mass. The teacher will guide the class in finding the mass of three or four object in the classroom.

HKSOL: 4.1 Metric Measures

HKSOL: 4.1 Metric Measures

The teacher will review the three properties of matter; length, mass, and volume. The teacher will write the definitions of each on the board as a reminder to the students. The teacher will explain the base units of the metric system (meter, liter, and gram) and what they measure (length, volume, and mass). The teacher will present the class with three objects. The teacher will guide the students in discovering weather the objects should be measured in meters, liters, or grams.

The teacher will active the students prior knowledge by asking review questions from the previous day’s lesson. The teacher will introduce the metric prefixes. The teacher will illustrate the meanings of the prefixes by arranging students at the front of the classroom from the tallest to the shortest. Each student will display a card with the prefix name, the prefix symbol, and the prefix meaning.

Given paper clips, short strips of paper, and a metric ruler, students will work in pairs to determine the length of each others arms. Students will then compare their results. The students will compare their results and discuss why the ruler is the best way to measure length. The students will write a story telling about all of the different measures of length they might encounter in the course of one day.

The students will take turns at comparing the two objects and guessing which has the greater mass. The students will be separated into groups. Each group will be given an object and a balance. The teams will write an advertisement using metric masses for the object. The students could include the unit price for the object. The students will use pictures to illustrate their advertisement.

The students will be separated into groups. Each group will create a limerick that will include the base units of measurement and what they are used to measure, or an example of a particular substance.

The students will participate in the class illustration of the prefixes. The students will be separated into group. Each group will be given a prefix mane and the measurement unit meter. Each group will compose a If/So or If/Then poem with their measurement units. The students will take a vocabulary quiz on the science words for week 4.

Foresman, p. B12-B15

Foresman, p. B16-B17

DA: Students with a strong musical intelligence area will benefit from hearing the limericks as they are presented in class.

Cornett, 142

Rezeba, p.138-140

Rezba, p. 58

Day 26

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 6 Character Trait: Self-Esteem Day 27 Day 28 Day 29

Day 30

HKSOL: 4.1 Graphing experiment Data

HKSOL: 4.1 Graphing experiment Data

HKSOL: 4.1 Numerical data/ Experiment results

HKSOL: 4.1 Numerical data/ Experiment results

HKSOL: 4.1 Predictions from graphs

The teacher will begin the lesson by explaining how to label the x and y axes of a line graph. The teacher will explain where to place the independent and dependant variables. The teacher will give and example of this on the overhead. The teacher will remind the students of the difference between a dependant and an independent variable. The teacher will guide the class in constructing a graph that illustrates how different amounts of fertilizer affects the height of a plant.

The teacher will ask the students to share some of the observations they made form the previous lesson. The teacher will guide the class in making an inference about the experiment. The teacher will have the students identify the independent and the dependant variables. The teacher will write them on the overhead. The teacher will explain how to determine an appropriate interval scale for each axis. The teacher will also give an example of how to plot the data pairs as points on a graph. The students will share their observations The students will use the information on the board to construct a line graph. The students will create a graph that illustrates the effects of the soaking time on the mass of beans. After completing their graphs, the students will complete a worksheet on line graphs for individual assessment. The worksheet will present different graphs with the variables assigned to the axes. The students must determine whether the labels are correct.

The teacher will display several line graphs that contain unusual results. Based on information given in the graphs, the teacher will guide the students in identifying unusual results. The teacher will also lead the class in discussion about why the results are unusual.

The teacher will review the previous days lesson. The teacher will display some of the graphs that the groups discussed. The teacher will remind the class of some of the reasons why the experimental data were unusual.

The teacher will review the terms Observe, infer, and predict. The teacher will spend a great deal on this as a review for the quiz. The teacher will explain how information is received from graphs. The teacher will use a pictograph of t-shirt sales for each month of the year. The teacher will guide the class in identifying what it is they are observing, and what they can infer from their observation. The teacher will then guide the class in making a prediction about what will happen in future sales.

Students will be separated into groups. Each group will be given different types of graphs displaying different types of data. Each group will name the type of graph, and the independent and dependant variable. Students will also identify unusual information and give possible reasons for the unusual results. Groups will choose a spokesman to share theier information with the class.

Given a table containing information of the previous weeks lunch count, students will create bar graphs. After the students create the graphs, they will list the lunch menus in order from most favorite to least favorite.

The students will be divided into groups. Groups will cut out pictures of people at work and classify them into different categories of occupation. Groups will paste the pictures onto construction paper to create pictographs. The groups will then draw conclusions from the graphs. The students will take a vocabulary quiz on the science words for week six.

The students will separate into six equal groups. Each group will be given a bean, a cup of water, and a balance for measuring mass. The students will place their beans in the water at the same time. Groups will take their beans out at intervals of five minutes. Students will record the amount of soaking time and the mean gain in mass. Students will use their experiment ot create a graph. The students will make and record inferences about the amount of soaking time and the mean gain in mass.

DA: Students who have difficulty drawing straight lines will be allowed to use the computer or something with a straight edge to create their graphs.

Carson-Delosa p. 43

Day 36

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 8 Character Trait: Self-Esteem Day 37 Day 38 Day 39

Day 40

HKSOL: 4.1 Predictions from graphs

HKSOL: 4.2 Motion/Direction/ Speed

HKSOL: 4.2 Motion/Direction/ Speed

HKSOL: 4.2 Force/Motion

HKSOL: 4.2 Force/Motion

The teacher will spend the first half of the class reviewing for the test. The teacher will re-define the key words Observation, inference, prediction, and conclusion. The teacher will also show examples of the different types of graphs. The teacher will have the students identify the dependant and independent variables for each graph. The teacher will read the directions aloud for the students and guide the students through one example for each section of the test.

The teacher will introduce the lesson by by reading Force and Motion by Peter Lafferty to the class. The teacher will explain how everything is constantly in motion. The teacher will explain motion as an objects direction and speed. The teacher will guide the class in defining the vocabulary words that are applicable to the days lesson (motion, direction, speed)

The teacher will introduce changes in motion by having the class discuss what happens to someone wearing a seatbelt in a car that suddenly stops. The teacher will have students explain their answers. The teacher will use this example to introduce inertia. The teacher will also introduce the importance of Isaac Newton.

The teacher will introduce the lesson by sliding a bood across the tabletop until it stops. The teacher will have the students observe the books motion and explain what caused the book to begin moving and then to stop moving. The teacher will explain force using a match box car. The teacher will then use different balls to determine how the weight of a ball affects the ball’s motion when a force is applied to it.

The teacher will begin the lesson with a quick review of 4.2 vocabulary. The teacher will introduce the lesson about gravity by reading The Little Engine That Could. The teacher will define gravity and have students jump up and down to demonstrate earth’s gravitational pull. The teacher will use objects of different mass and a scale to explain that the earths gravitational pull is measured in weight. The teacher will remind the students of the difference between mass and weight.

The students will take a test on 4.1. When each student has finished their quiz, they will begin their journal entries. Students will have a choice of topic. Students can write about how they felt about their performance on the test. Students could also write on what they know about motion, direction, and speed since it is the next science topic. The teacher will hand out vocabulary previews and graphic organizers for the next study on Force and Motion.

The students will define the vocabulary words. The students will also put the vocabulary words into sentences to show the meaning of the words. After each word is defined, the students will work in groups to identify things that are in motion and things that aren’t in motion. E.g a traveling vehicle, v.s someone treading water. Students will then paste the pictures into a ven-diagraham to show objects that are in motion (direction and speed).

The students will participate in the class discussion on inertia. The students will separate into groups to explore more about inertia. One group will flick a card off of a cup and find that the quarter on the card drops into the cup. They will discuss what caused the card to move and what caused the quarter to move down. Another group will experiment with a rolling ball. Groups will share their answers with the class. Foresman, p.B34

Students will take turns rolling and stopping the cars. Students will gather into groups. The groups will measure the distance that each ball traveled from its starting point to its stopping point. Each student will then create a bar graph to demonstrate how the weight of the ball affects the ball’s motion when a force is applied to it (E.g a tennis ball will roll farther than a bowling ball when the same force is applied.)

Students will participate in the jumping activity to understand gravity. The students will pass around the objects to experience their differences in weight. Students will answer questions one and two on their graphic organizers. The students will take a vocabulary quiz on the science words for the week. DA: Students who are kinesthetic learners or have ADHD will be physically active during the jumping part of the lesson

Force and Motion Foresman, p.B32-B33

Foresman p. Be6

Day 46

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 10 Character Trait: Self-Esteem Day 47 Day 48 Day 49

Day 50

HKSOL: 4.2 Friction

HKSOL: 4.2 Friction

HKSOL: 4.2 Kinetic Energy

HKSOL: 4.2 Kinetic Energy

HKSOL: 4.3 Static electricity

The teacher will introduce Friction by comparing socks and sneakers. The teacher will have the students recall the meaning of inertia. The teacher will demonstrate the effects of friction by LIGHTLY kicking a soccer ball around the room. The teacher will explain why friction happens as the ball is being kicked. The teacher will explain gravities role in friction.

The teacher will continue to explain friction by having he students rub different objects together. The teacher will guide the class in creating hovercrafts to explore how air reduces friction. The teacher will write the definitions for friction and hovercraft on the board.

The teacher will use a swinging pendulum to attain a base line assessment of the students prior knowledge about energy. The teacher will introduce and explain energy, potential energy, and kinetic energy. As the teacher explains these terms, they will be written on the board for the students to see. The teacher will guide the students in an inquiry experiment using an inclined plane and a toy car. Students will discover the relationship between potential energy and kinetic energy.

The teacher will continue explaining the concepts of energy, potential energy, and kinetic energy. The teacher will write the terms on the board. The teacher will have the students provide examples of each kind of energy to list on the board. The teacher will have students demonstrate and illustrate their examples. The teacher will make sure that the students have filled in the rest of their graphic organizers.

The teacher will begin this chapter with an experiment on the build up and release of electricity using a small rug, a key and a metal door knob. The teacher will display a diagram of an atom and review its parts. The teacher will lead the class in a discussion on electrical charges in atoms. The teacher will guide the students in an activity the demonstrates what happens to objects with like charges. The teacher will guide the class through a cooperative learning activity.

The students will participate in the socks and sneakers comparison. The students will participate in small groups to write and perform short plays about how a sport would be different if it were played on the moon instead of the earth. Students will complete the questions about friction on their graphic organizers.

The students will work in teams and use pieces of cardboard, a balloon, a sinker, a spool and glue to create a hover craft. The students will measure the distance the craft traveled without the balloon, with the balloon, and with the balloon and sinker. The students will create a chart and record their measurements. DA: Students with a strong spatial or Bodily-kinesthetic intelligence area will benefit from building the craft.

Students will offer their answers about the swinging pendulum. The student will work cooperatively in groups to perform the experiment using an inclined plane and a toy car. The students will use the data they collect from the experiment to construct a reasonable explanation. The students will use the materials only for the experiment.

The students will be respectful as others demonstrate their examples of energy. Students will individually write a paragraph about bungee jumping. Students will write about the sensations that a person bungee jumping might have. The students will publish their compositions on-line at www.sfscience.com.

Given the appropriate material, groups of students will make models of three atoms. Each atom will have a different charge. Groups will present their models to the class. The class will discuss how the models illustrate atoms with a positive and negative charge. The students will then use different materials to draw what they think a real atom looks like. The students will take a vocabulary quiz on the 4.2 vocabulary words for the week. Wesley, p. B52-B54

Foresman, p.B38- B39.

Foresman, p. B42 Foresman, p. B40-B41

DA: ESL students will benefit from being provided with examples of kinetic and potential energy. Foresman, p. B43.

Day 56

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 12 Character Trait: Self Control Day 57 Day 58 Day 59

Day 60

HKSOL: 4.3 Static electricity

HKSOL: 4.3 Conductor/ Insulator

HKSOL: 4.3 Conductor/ Insulator

HKSOL: 4.3 Types of Circuits

HKSOL: 4.3 Types of Circuits

The teacher will have the students comb their hair to introduce static electricity. The teacher will define the term and explain how static electricity is produced. The teacher will show a step by step diagram of the transfer of electric charges between objects. The teacher will guide the students in constructing an electroscope( instrument used to detect an electric charge.

The teacher will give a quick review of electric charge and electric current. The teacher will use an empty straw and a straw with a sponge in it to explain the concept of conductors and insulators. The teacher will write the new vocab words on the board. The teacher will provide examples of conductors and insulators and have the students test them in a sample circuit. The teacher will use the activity to create a class bulletin board on conductors and insulators.

The teacher will present a poster of current moving through a circuit. The teacher will explain how electricity flows in a circuit from the negative pole to the positive pole. The teacher will explain the job of the wires as conductors. The teacher will guide the students in an exercise to demonstrate the movement of negative particles through a circuit.

The teacher will explain open and closed circuits using an electric train set. The teacher will have the class discuss how the breaking of hands in the activity from yesterday is like an open circuit. The teacher will display diagrams with examples of open and closed circuits.

The teacher will Bring in a string of holiday lights wired in a series. The teacher will use it to demonstrate what happens in a series circuit when one light is missing. The teacher will show pictures of a series circuit and a parallel circuit. The teacher will use the pictures to discuss the differences (In a series circuit, there is only one path for the current to follow; in a parallel circuit, there is more than one path for the current to follow).

The students will cooperate in the hair combing experiment. Students will discuss the transfer of electric charges between objects. The students will construct an electroscope using a clear plastic cup, a paper clip, and aluminum foil. Students will test the charge of various objects. The students will record their findings and share them with the class.

Students will use the straws to understand how electric current flows easier through conductors. The students will classify objects as insulators or conductors of electricity. The students will pin an I or a C beneath the objects on the bulletin board. The students will up-date their graphic organizers.

The students will take turns opening and closing the circuit on the electric train. The students will observe what happens when the circuit is open. The student will create their own complete circuit using a flashlight bulb, a size D battery and an insulated wire.

The students will pretend that they are electrons flowing through a circuit. The students will write paragraphs about their journey through all types of circuits (open, closed, series, and parallel). The students will share their results with the class. The students will complete a worksheet on the 4.3 vocabulary for the week.

Wesley,p. 155-156

Wesley, p.150B

The students will form a large circuit by joining hands. The flow of current will be represented by students squeezing the hand of the person to their right one at a time. The students will discuss what represented the source (the teacher), what represented the current, and what represented the conductor (students). The students will complete a worksheet where they will correctly label the flow of current through a circuit. The students will also label the parts of the circuit. Wesley, p.159

DA: Students with a strong Math-Logic intelligence area will be allowed to construct a table to classify the objects.

Wesley, p. 160

Day 66

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 14 Character Trait: Self Control Day 67 Day 68 Day 69

Day 70

HKSOL: 4.3 Transformation of electrical energy

HKSOL: 4.3 Transformation of electrical energy

HKSOL: 4.3 Magnets

HKSOL: 4.3 Magnets

HKSOL: 4.3 History of electricity

The teacher will have the students memorize the mnemonic device McHale to remember the different forms of energy (mechanical, chemical, heat, atomic, light, electric). The teacher will use the lab mat 11 from How People Use Electricity to explain the three prinicplis at work in a motor. As the teacher explains the process of making a motor, new vocabulary words will be introduced.

The teacher will bring appliances to class that are used to produce heat (e.g, toaster, electric blanket, hair dryer). The teacher will read Heat, Lights, and Action!. The teacher will give a quick review of conductors and insulators. The teacher will use the text to discuss electrons, friction, and high resistance conductors. The teacher will guide the class in an experiment to test electricity traveling through a graphite rod.

The teacher will begin the lesson by having students experiment with compasses. The teacher will review static electricity and lead the class in discussing how magnetism is similar to static electricity. The teacher will guide the class in making and experimenting with an electromagnetic. The teacher will introduce the words magnet, magnetism, magnetic field, pole, compass and define them on the overhead.

The teacher will begin the lesson with Introduction assignment on page B80 of the Foresman text to attain a base line assessment on the students knowledge of electromagnetism. The teacher will explain how generators operate. The teacher will use a magnet, a wire and a meter to show the flow of electric current through the wire as the magnet passes through the coil.

The teacher will begin the lesson by having students explain how their lives would be different without electric light bulbs. The teacher will introduce Lewis H. Latimer as an African American who patented the first costefficient method for producing the electric light bulb. The teacher will use the smart board to research his life and other contributions that he made to understanding electricity.

Students will recite the mneumonic device McHale and create a copy for themselves. Students will be grouped into teams of four. Students will work cooperatively to create their own electric motor. Afterward, the class will discuss how the magnetism caused the rod to spin.

The students will predict how electricity is used to produce heat. The class will be separated into groups of four. Each group will use a flashlight bulb, a lamp holder, a battery pack and a graphite rod to observe electric current traveling through a high-resistance graphite rod. The groups will draw illustrations of their findings.

The students will experiment with magnets to determine that similar charges repel each other and opposite charges attract each other. The students will work in groups of four to build and experiment with an electromagnet. The students will use their electromagnet to pick up chains of paper clips. Students will use the data they gather to prepare a bar graph or a pictograph of the different strengths of magnets

The students will describe what they observe during the base line assessment and record their observations. The students will learn the importance of conservation of energy as they learn that generators require natural energy to produce electricity. The students will work in groups to think of ways to conserve energy. Each group will present their answers in the form of a mural.

The students will discuss how their lives would be different without electricity. The students will break into groups to do tableaux (frozen pictures) of the key moments in Lewis Latimers life. The students will explain their illustrations to the other class members. The students will complete a worksheet on the 4.3 vocabulary for the week.

DA: Students with ADHD will have the option of acting out a skit to explain magnetism.

Scholastic, p. 62 Scholastic. 86

Scholastic, p. 102

Foresman, p. B81

Day 76 HKSOL: 4.3 History of electricity The teacher will use the smart board to present information on the life of Benjamin Franklin. The teacher will have students interact with the white board. The teacher will visit http://www.pbs.org/ benfranklin/exp_shocking.html to explore facts about Franklins contributions to civil affairs, the world at large, and science

The students will use the smart board to visit http://www.pbs.org/ benfranklin/exp_shocking.html. The students will use the ‘How Shocking’ tutorial to explore Franklins kite experiment Afterward, the students will separate into groups to make the same kind of kite that Benjamin Franklin used in his experiment

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 16 Character Trait: Integrity Day 77 Day 78 Day 79 HKSOL 4.4 structures of common plants OL.S.MAThe teacher will have a plant (still in soil) for herself. The teacher will pull the plant out of the soil and gently loosen the roots. Each part of the plant to be studied will be introduced through pointing it out on that particular plant.

HKSOL 4.4 structures of common plants The teacher will have inexpensive plants for groups of three students (with roots still in soil). The teacher will inform the students that in order to test their level of attention from yesterday, they will have to draw and label the plant without going over it again.

A.S.LI.W.MA.The students will draw a diagram of the plant and label the parts of the plant as the teacher goes over the parts in class.

A.S.LI.MA.WThe students will take their plant out of the soil, gently loosing the roots. The students will proceed to drawing and labeling their plant in detail. DA:Kinesthetic: The student will be able to feel the different parts of the plant. They will be able to separate the root from the soil having a hands on activity. Harcourt, p.A90

Day 80

HKSOL 4.4 plant reproduction

HKSOL 4.4 plant reproduction

The teacher will introduce the different types of plants: Nonvascular and simple vascular plants along with their sub names. The teacher will also give examples of each type of plant. Then there will be a discussion about how plants go through the reproduction process. PS.S.W.The students will think of the different ways that the seeds are able to be dispersed. They will write a paragraph on dispersion of seeds that are ready for germination.

The teacher will have pictures of seeds that are at different levels of germination. If possible, there will be actual seeds present at different levels of germination. The teacher will have a class discussion on the different levels of germination. A.S.W.The students will inspect the seeds that are at the different levels of germination. After there has been time for the inspection, the students will draw the stages that were discussed accurately.

Day 86

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 18 Character Trait: Integrity Day 87 Day 88 Day 89

HKSOL 4.4 photosynthesis

HKSOL 4.4 photosynthesis

HKSOL 4.4 dormancy

HKSOL 4.4 dormancy

The teacher will introduce the concept of photosynthesis by telling the students that it is like a food factory. Which in reality, photosynthesis is a food factory, only for plants. This process takes place in the leaves of the plant. Through this process, oxygen is released in the air. LI.S.T.MA.The students will actively listen to the discussion while adding their thoughts to the discussion. The students will also look at different leaves under a microscope.

The teacher will introduce another important part of the plant, chlorophyll. The job of chlorophyll will be discussed. The job of the chlorophyll is to turn the light energy that is received by the plant into sugar.

In the lessons to the students, the teacher will refer to dormancy as dormant. The teacher will have the students use their dictionaries to look up dormant. There will then be a discussion about what dormant means in relation to plants.

The teacher will arrange the lesson to be outside. The teacher will guide the students around outside to look for dormant plants at the school. The teacher will also explain which plants are dormant and which plants are not dormant.

S.T.W.R.The students will research the jobs that are in the leaves of a plant. After their research, the students will write a two paragraph paper on their findings.

LS.S.PS.The students will participate in looking up dormant in their dictionaries. The students will write the definition that they find and save for another use soon. They will also be expected to participate in the discussion of dormant plants, giving examples of what they think dormant means in respect to plants.

S.LI.MA.The students will have to make note of the plants that the class find outside of school that are dormant. Once the ‘tour’ of dormant plants is finished all the students will come back to the classroom and write a paragraph on the differences in appearance of the dormant plants and the plants that were not dormant.

DA: Those students who have trouble with writing may type their paragraphs.

Day 90 HKSOL 4.5 adaptations of living things The teacher will have pictures of different animals in the winter and in the summer. There will be a discussion on the different ways that animals adapt to the different temperatures of the seasons.

SL.W. T.The students will research the common ways for animals to adapt to the different temperatures of the different seasons. They will then have to write a paragraph on the specific animal that they researched and how that particular animal adapts to the weather.

Day 96 HKSOL 4.5 Adaptations of living things The teacher will ask the students to add to their paragraph about their animal adapting to the weather, how they, themselves, adapt to environmental changes like the weather.

S.PS.WThe students will add to their paragraphs about animal adaptation about how they adapt themselves to environmental changes. They will compare and contrast their adaptations to those adaptations made by the animal that they researched during the last lesson.

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 20 Character Trait: Integrity Day 97 Day 98 Day 99

Day 100

HKSOL 4.5 communities

HKSOL 4.5 communities

HKSOL 4.5 energy/food webs

HKSOL 4.5 energy/food webs

The teacher will ask the students how they think animals work together as a community. The animals work together, whether they help each other by finding food or being their food. In one species of animals, they protect each other. S.PS.LSThe students will decide which animal they would like to be if they could be an animal. After deciding on their animal of choice, the students will write out a community plan, saying what they think makes up a good animal community and how the animals should act with each other.

The teacher will show examples of how people work together in the communities that they live in. The teacher will also tell the students that the class will be doing a community project for the school.

The teacher will have a tray of healthy snacks. The teacher will used this opportunity to say that we get our energy from the food that we eat. The teacher will carry a discussion about food webs and our meals.

S.PSThe students will give ideas for the community project that their class is doing for the school. They will play an active role in this activity. Through this activity, the students should realize the importance of working as a community and doing things for their community.

S.A.PS.W.H.LSThe students will partake of the healthy snacks provided. They will also give examples of their food webs from home(meals). The students will them draw and label food webs of a typical meal that they have at home or at school.

The teacher will mention that people are like electrical appliances. If the appliances do not have the feed of the electricity they won’t work. If we do not eat, and eat the appropriate foods, we won’t be able to work because we will be too weak. S.A.PS.W.The students will draw another food web, but this time they will use their animal of choice and make the food web for that animal. DA: The web will already be drawn for those who need it and all they will have to do is fill in the web.

Day 106 HKSOL 4.5 habitats and niches

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 22 Character Trait: Reliability Day 107 Day 108 Day 109 HKSOL 4.5 HKSOL 4.5 HKSOL 4.5 habitats and Life cycles Life cycles niches

The teacher will provide the students with different types of habitats for humans and animals. There will be a discussion of comparing the two groups of habitats.

The teacher will provide the students with materials to make posters of their habitat. The teacher will also assist the students in their preparation for their presentation of their chosen habitat.

The teacher will bring in pictures of the life cycle of a butterfly. There will be a discussion of the different stages of the life cycle.

T.S.OL.WThe students will research a human habitat or animal habitat. They will present their findings to the class, so they need to do thorough research on their chosen human or animal habitat.

T.S.OL.A.W.LIThe students will put the final touches on their presentations along with making a poster of their habitat. After everyone is finished, they will present their chosen habitat to the class. DA: The students may use word for word note of their presentation.

LI.S.A.WThe students will pay close attention to the discussion. They will add their thoughts to the discussion. After the discussion of the life cycle of the butterfly, the students will draw the cycle and have the stages in the correct order.

The teacher will have pictures of the stages of the cycle of life for a plant from the dry seed to the beautiful plant right back to the seed again. The teacher will have the pictures in order of the natural occurrence in the life cycle while going over them with the students. LI.S.PSThe students will need to pay close attention to the way the pictures are in the natural occurrence order of the life cycle. After the pictures have been gone over, the teacher will mix up the pictures. The students will have to put them back in the correct order that they naturally occur in the life cycle of the plant.

Day 110 HKSOL 4.5 Human influence on ecosystems The teacher will round up the necessary materials for the two part experiment. The teacher will ask the students what they think will happen if they plant flowers too close to each other in a pot. They will also be asked what they think will happen to the plants if they are more spread out in the pot.

MA.S.PS.W.The students will plant five flower plants into a small pot. They will also plant five flower plants into a larger pot. They will make predictions about which ones they think will last the longest and which ones won’t make it. www.lessonplanspage.com, Judy Schneider

Day 116

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 24 Character Trait: Reliability Day 117 Day 118 Day 119

HKSOL 4.5 human influence on ecosystems Part Two of Experiment from Day 110.The teacher will sit out the pots of the flowers from the last lesson. The teacher will ask the students who had their prediction correct. The teacher will also ask them why the thing happened that happened to the plants (the overcrowded plants did not last as long).

HKSOL 4.6 measurements and tools of weather The teacher will introduce the weather unit by having the students make their own rain gauge. The teacher will also ask the students what a rain gauge is used for in real life. The teacher will also put random amounts of water into each persons rain gauge so that each student can practice reading the measurements.

S.W.LI.MA.PST he students will record the actual occurrences of the experiment. They will now write two paragraphs. One paragraph on what happened to the plants. Another paragraph on their prediction.

A.S.LIThe students will participate in the discussion about what a rain gauge is used for in real life. They will also make their own rain gauge. After making the rain gauge the students will practice reading measurements. www.reachoutmichigan. org

HKSOL 4.6 measurements and tools of weather The teacher will place a thermometer in the window of the classroom in the morning (not digital). During the introduction of thermometers, the teacher will take the students over to the window for the reading of the thermometer. The teacher will also introduce the barometer, to read air pressure. The air pressure is not likely to stay at one reading long because air pressure is known to change often. T.S.W.MThe student will research the history of the thermometer and the barometer. The students will make a timeline of the important events of the thermometer and barometer.

Day 120

HKSOL 4.6 weather: fronts, clouds, and storms The teacher will invite at least one parent to come in to help with this experiment. The teacher and the volunteer will be the two people doing the actual experiment since there are matches involved. The experiment is on Cloud Formation. Using the materials needed in the experiment page, the teacher and the parent will make a cloud in jar. After the experiment, the teacher will introduce and discuss the different types of clouds. www.lessonplans.com

HKSOL 4.6 weather: fronts, clouds and storms The teacher will have prepared transparencies of hurricane information. This information will include the causes of a hurricane, the characteristics of a hurricane, and the names of past hurricanes.

LI.S.W.PSDuring the experiment the students will have to pay close attention. They will be asked to predict what will happen. After the experiment, the students will have to write an experiment paragraph, including everything that happened during the actual experiment.

A.S.W.LI.The students will have to make a web of hurricane information. They will need to include the hurricane characteristics, causes, and some of the past names.

‘Weather: Super Science Activities’ page39-41

DA: The web will already be drawn for those who need it and all they will have to do is fill in the web.

Day 126 HKSOL 4.7 Revolution/Rotatio n of Earth, Sun, Moon

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 26 Character Trait: Cooperation Day 127 Day 128 Day 129 HKSOL 4.7 HKSOL 4.7 HKSOL 4.7 Revolution/Rotatio Earth’s seasons Earth’s seasons n of Earth, Sun, and phases of and phases of Moon moon moon

The teacher will introduce the movement of Earth by having the students participate in an experiment. “Why Is There Day and Night?” (MacMillan/McGrawHill p. 14)

The teacher will give the students facts about the movement of the Earth. The Earth rotates around the sun. It rotates (spins) once in each 24-hour day. When it is dark outside here, it is light somewhere else.

The teacher will ask the students if they know why it is hot in the summer and cold in the winter. After students are given the chance to respond to the question, they will be informed that they are going to do an experiment to find out “Why is It Warmer in Summer?”. (MacMillan/McGra w-Hill p. 72)

The teacher will have a chart in the front of the classroom displaying the 9 phases of the moon. The teacher will also ask the students if they can identify some of the names of the phases before the names are actually mentioned to the class. (MacMillan/McGra w-Hill p 52)

The teacher will read the book “The Sun” by Seymour Simon. The teacher will also have prepared an enlarged version of the Earth/Moon chart on page 66/67 of (MacMillan/McGra w-Hill).

LI.S.PS.The students will actively participate in the given experiment. The students will also actively participate in a discussion on how they think the Earth moves, how fast, which direction.

LI.OL.S.After the discussion of the movement, the students will have to talk about examples that they may have seen yesterday in the experiment that they did.

LI.S.PS.OL.The students will actively participate in the discussion and the experiment. Through the experiment, they will find out that the reason for it being hotter in summer is due to the position of the sun and the shining of the sun on the Earth.

A.S.GA.LI.The students will do their best to think of the names of the moon phases before seeing the names on the chart. They will then be put in nine groups. Each group will be assigned a phase and will have to draw and creatively show dimensions of the moon.

LI.R.S.PS.W.The students will respectively listen to the story about the sun. They will have to pay close attention to the fact given about the sun. After the story, the students will have to make accurate comparisons of the Sun, Moon, and Earth using the book and the chart of the Earth and Moon. DA: Each student will have their own copy of the story in order for them to be able follow along.

Day 130 HKSOL 4.7 characteristics of Sun, Moon, Earth

Day 136 HKSOL 4.7 characteristics of Sun, Moon, Earth The teacher will review with the students the facts about the Sun, Moon, and Earth. The teacher will then instruct the students that they will have to draw a map of the Sun, Moon, and Earth, with the correct position on their map. A.S.W.The student will have to draw an accurate map of space, with the Sun, Moon, and Earth correctly position on the map.

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 28 Character Trait: Cooperation Day 137 Day 138 Day 139 HKSOL 4.7 understanding the history of Sun, Moon, Earth The teacher will give a brief introduction to some of the history concerning the Sun, Moon, and Earth. The teacher will also supervise in the computer lab.

HKSOL 4.7 understanding the history of Sun, Moon, Earth The teacher will provide a few minutes of class time for the students to put the final touches on their presentations. The teacher will also observe how well the students research and put together their information.

S.T.OL.W.A.The students will have to research on the internet some interesting facts about the Sun, Moon, or Earth. The students will have to make sure that they are thorough in their research because they will have to present their findings to the class.

S.T.OL.W.A.The students will have to put the final touches on their presentations. They will also have to present their research findings to the classmates. While each person is presenting, the other students will respectively listen and write their favorite fact from each presentation.

Day 140

HKSOL 4.8 State water resources

HKSOL 4.8 State water resources

The teacher will give and show examples of the water resources of the state of Virginia. They will be shown lakes, rivers, streams, ponds, and the ocean. There will be a discussion on how practically all of the water resources feed into one another. S.LI.T.W.The students will listen to the presentation about the water resources. They will then pick their favorite one and research the water resource on the internet. After they have done adequate research, they will have to write a paragraph about their water resource.

The teacher will introduce the concept of the water cycle. The three stages will be discussed. Water vapor(evaporation), cloud formation, and then to liquid again as rain. The teacher will also have a diagram of this process on the board to assist with discussion and to help the understanding. LI.W.S.PS.The students will have to participate in the discussion. After the discussion of the water cycle, the students will then be given a worksheet with the water cycle on it without it being labeled. The students will have to accurately label the water cycle (the diagram provided by the teacher will be taken down by this point). DA: A fill in the blank water cycle worksheet will be given to those who need it.

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 30 Character Trait: Cooperation Day 146 Day 147 Day 148 Day 149 HKSOL 4.8 HKSOL 4.8 HKSOL 4.8 HKSOL 4.8 State animals and State animals and State: minerals, State: minerals, plants plants rocks, ores, and rocks, ores, and energy sources energy sources The teacher will have many pictures of the state flower on display in the classroom (The Dogwood Tree). She/He will also have art supplies gathered for the activity. The teacher will also ask students if they can think of any plant that they may have only seen in Virginia. Then lead the students in the art activity.

S.LI.A.The students will have to try to actively participate in the discussion of plants that may only be in Virginia. After the discussion of plants, the students will take a moment to view each picture of the State Flower(The Dogwood Tree). After being able to view the pictures, the students will have to recreate a Dogwood Tree using construction paper, glue, pipe cleaners, and squares of tissue paper.

The teacher will have different pictures of birds including the state bird of Virginia, the Cardinal. The teacher will have a discussion with the students that animals are all around us. The teacher will ask the students to say what their favorite animal is besides a cat or dog. The teacher will also ask the students if anyone knows what the state bird of Virginia is and allow for answers. S.PS.W.The students will look at all of the pictures of the birds. They will be asked if anyone knows the state bird for Virginia and asked to pick it out of the ‘line up’. They will be asked what their favorite animal is other than a dog or cat. They will then write a paragraph on an animal that they would want to be if they were an animal.

Day 150 HKSOL 4.8 State forests, soil, and land

The teacher will introduce the many different types of energy sources. There is electricity, water, food, and others. The teacher will assign a specific source of energy to a group of four or five students. The teacher will provide each group with facts about their source of energy.

The teacher and parent chaperons will take the students to Dixie Caverns to explore the cave and the different rocks and other minerals that are found there.

The teacher will present the topic of a forest as being like a community. The trees are like the parents of the community because they are covering the ‘community’ and protecting it. The teacher will also mention that like every community, the forest has many different kinds of animals and plants.

S.GA.W.OL.The students will be divided into groups of four or five. They will be assigned a specific source of energy and provided with the facts. They will now have to work together in their group to produce a short skit about how their source of energy works.

S.LI.HS.The students will act respectively on the field trip. They will be expected to pay close attention to the details because they will have to report to the teacher their favorite part of the trip.

S.W.PS.The students will have to write a paragraph on the different animals that can be found in the forest and a short paragraph on the different plants that can also be found. DA: Those students who have trouble with writing may type their paragraphs.

Day 156 HKSOL 4.1 The students will develop an understanding and practice the procedures of an experiment, hypothesis, data collection, etc.

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 32(Overview/Review Week) Character Trait: Respect Day 157 Day 158 Day 159 HKSOL 4.2 HKSOL 4.3-4.4 HKSOL 4.5-4.6 The students will explore the many areas of motion, force, and energy in order to develop an understanding of this topic.

4.3 The students will develop an understanding of the areas of electricity and magnetism. 4.4 The students will explore the many areas of plants, parts, photosynthesis, and reproduction.

The teacher and parents will chaperon a field trip to a local news station. The purpose of this field trip is for the students to be able to see how meteorologists predict the weather using tools that were covered in class. The students will act respectively. The students will also answer questions about the tools that are shown to us. They will also be expected to ask at least one question.

Day 160 HKSOL 4.7-4.10 The teacher will review and give a brief overview of HKSOL 4.7-4.10. In order to wrap everything together for this day, the teacher will lead the students in an experiment that could incorporate each standard.

The students will actively participate in an experiment. Before the teacher goes over the specified standards, the students will complete the first part of the experiment. They will place a black construction paper circle in the middle of a pie plate. They will then spread a solution of warm water with dissolve Epsom salt. Then all of the pie plates will go out in the sun(or under a heat lamp). While the heat/sun is working, the class will be going over the review. When the plates are brought back to the students, they will make note of what happened to the salt(turned to crystals). They will look for comet looking crystals. They will also determine why the crystals formed and what caused them to form. www.exploratorium.edu

Day 166

Laura Hostetler and Ava Kelley: 4th Grade Science: Week 34 Character Traits: Respect and Citizenship Day 167 Day 168 Day 169

Day 170

Standardized Testing All Week

Laura Hostetler and Ava Kelley: 4th Grade

Day 176 HKSOL 4.8 State forests, soil, and land As a fun activity right after testing, the teacher will review the layers of soil. The teacher will request that parents volunteer to be in class for this activity.

A.GA.S.Students will be in groups of 3 or 4 with an adult(for extra supervision). Each group will have the following materials: cup, one or two ginger snaps, vanilla pudding with red dye, crushed oreos, Nilla wafers, and chocolate pudding(all per student). The students will have to follow the teachers instruction in order to know the correct order of ingredients and what each ingredient stands for. Once everyone finishes, they may eat their edible soil. Yarborough, teachers.net DA: Watch for food allergies. Have another treat on hand.

KEY

Day 177

Science: Week 36 Character Trait: Citizenship Day 178 Day 179

HKSOL 4.9 Characteristics of comets and asteroids The teacher will introduce the definitions of comets and asteroids. Comets are life stars with tails. Asteroids use to be said to be like planets; however, the more that they are found the more that scientists say that they look like stars. There will be a discussion about the typical size of comets. LIFEPAC, Unit 4.8

HKSOL 4.9 Characteristics of comets and asteroids The teacher will review the points that were gone over the day before about comets. Then the teacher will go over the important facts about asteroids. For example, that they were viewed as being similar to planets and then moving on to be more like stars.

HKSOL 4.10 heat as energy and the transfer The teacher will introduce heat and energy. The teacher will mention the different sources of energy (sunlight, moving water, gasoline, and batteries). Then the class will discuss how energy can produce heat.

S.W.Students will need to take notes on definitions that are given. They will have to be able to use the definitions later. The students will be given flash cards to help make a study tool for the key points that are given.

A.S.W.The students will review with the teacher the difference between a comet and an asteroid. They will then have to draw either a comet or asteroid. After the work of art is finished, the students will complete a vocabulary worksheet from HKSOL 4.9.

PS.S.W.LI.Students will have to think of the different examples of how energy is transformed into heat. As students think of the different way or instances where energy is transformed into heat, the Teacher will record their answers on the board. They will have to record all answers for later usage.

Day 180 HKSOL 4.10 heat as energy and the transfer The teacher will describe two ways that energy causes heat. The first being that when squirrels collect nuts for the winter. When the squirrel finally eats the collected nuts, his body will convert the food energy into heat in order for him to stay warm during the winter. The second being the Hot Air Balloon. The second being that of electricity. The more electricity runs through something, the warmer that it will get. i.e. the light bulb, a laptop(the bottom), phone. Harcourt, 2002, p. F26 S.T.LI.GA.E.W.The students will feel different things that may have or may not have an electric current going through them. The students will be strongly advised to put their hands close to the object before actually touching in case the object is extremely hot. They will then record in a chart of heated and not heated energy. As a wrap up the students will complete a vocabulary worksheet from HKSOL 4.10.

A – art CI – community involvement – collaboration with the community CC – collaboration with colleagues CL – cultural literacy and diversity CM – communication CZ – citizenship DA – differentiation / accommodation E – evaluation GA – group activity L – literacy LA – Language Arts LI – listening LS – life skills H – health HS – home / school connection – collaboration with families HW – homework M – math MA – manipulative activity MO – movement / physical education MU – music OL – oral language / public speaking PS – problem solving / critical thinking R – reading S – science SS – social studies T – technology TX – text W – writing

Resources

Atwater, Mary. (1995). A System in the Sky: Science: Grade 3. New York: MACMILLAN/McGRAQ-HIL SCHOOL PUBLISHING COMPANY. Bugenig, D. (1996). How does a cloud form? Retrieved October 16, 2007 from www.lessonplanspage.com Frank, Marjorie Salvick and others (2002). Harcourt: Science: Physical Science: Units E and F: Grade 3. Florida: Harcourt, Inc. Frank, Marjorie Salvick and others (2005). Harcourt: Science: Life Science: Units A and B: Grade 5. Florida: Harcourt, Inc. Osborne, Merton B (1996). LIFEPAC: Science: Grade 4: Units 1-10. Arizona: Alpha Omega Publications. Schneider, Judy (Retrieved October 16, 2007). Crowding in an Ecosystem. www.lessonplanspage.com Yarborough, James C(posted February 2006: Retrieved October 16, 2007). Edible Soils. www.teachers.net Young, Ruth M. (2002). Weather: Supper Science Activities: Science: Grades 2-5. California: Teacher Created Resources. Crystal Creations: Grow Spikes of Crystals in the Sun (retrieved October 16, 2007). www.exploratorium.edu Make Your Own Rain Gauge (Retrieved October 16, 2007). www.reachoutmichigan.org