Physical Sci Overview

North Schools

1st Nine Weeks Aug 24-Oct 16

2nd Nine Weeks Oct 20-Dec 17

Physical Science • Science impacts society • Matter has properties. • Matter can be measured. • Length, mass, volume are physical properties. • Temperature causes physical and chemical changes. • Forces cause motion. • Light is a form of energy.

Ecosystems • Earth Supports Life • Plant Life Cycles • Animals • Ecosystems • Energy Flow • Adaptations for Survival • Ecology

3rd Nine Weeks Jan 5-March 12 Earth Science • Inquiry • Our Solar System • Weather • Oceans • Landforms • Properties of Earth Materials • Rocks and Minerals

4th Nine Weeks March 22 – June 2 Life Science • Systems • Skeletal System • Muscular System • Joints • Nervous System • Digestive System • Circulatory System • Inherited Traits and Learned Characteristics

South Schools

Austin Independent School District 4th Grade Science – Physical Science Instructional Planning Guides 2009-2010 1st Nine Weeks Aug 24-Oct 16 Earth Science • Inquiry • Our Solar System • Weather • Oceans • Landforms • Properties of Earth Materials • Rocks and Minerals

http://www.austinschools.org/matrix

2nd Nine Weeks Oct 20-Dec 17 Life Science • Systems • Skeletal System • Muscular System • Joints • Nervous System • Digestive System • Circulatory System • Inherited Traits and Learned Characteristics

3rd Nine Weeks Jan 5-March 12 Physical Science • Science impacts society • Matter has properties. • Matter can be measured. • Length, mass, volume are physical properties. • Temperature causes physical and chemical changes. • Forces cause motion. • Light is a form of energy.

NOTE: Many of the TEKS items can be covered simultaneously.

4th Nine Weeks March 22 – June 2 Ecosystems • Earth Supports Life • Plant Life Cycles • Animals • Ecosystems • Energy Flow • Adaptations for Survival • Ecology

June 2009 Page 1

Austin Independent School District Instructional Planning Guide – Science Overview Principles of Learning are strategies embedded in classroom instruction. Teachers and students connect these Principles to the instructional activities in the classroom. To help children utilize the Principles for Learning, teachers and students work together to create classroom criteria charts interpreting the concepts in “kid friendly” language. The Principles of Learning include:

Principles of Learning

Educator Language •

Organizing for Effort

•

Clear Expectations

Kid Friendly Language •

I will keep trying until I understand.

• I know and understand what is expected of me. • I know what I need to study. I will be expected to share what I • Fair and Credible Evaluations learned in my classroom. • When I work hard my teacher praises me and celebrates my • Recognition and Accomplishment efforts. • Accountable Talk • I should be able to explain what I know to others. • I challenge myself to be a risk taker and problem solver. I am • Academic Rigor in a Thinking Curriculum encouraged to be reflective about my learning strategies. • It is my job to get information, ask questions, explore solutions, • Socialized Intelligence and solve problems. • Self-Management of Learning • It is my responsibility to think about my own thinking. • I get support and encouragement from my teacher to see and • Learning as Apprenticeship analyze my thinking. Detailed descriptions of the Principles of Learning may be obtained from your principal or from Science Specialist.

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

June 2009 Page 2

Austin Independent School District Instructional Planning Guide – Science Overview

5 E Inquiry-Based Learning Model

5 E Inquiry-Based Learning Model is used to deliver instruction. The model includes the following phases: Engage, Explore, Explain, Elaborate, and Evaluate. Even though the 5 E’s are often described in a linear order, it is appropriate to loop back into the cycle before going on. For example, several Explore or Explain loops may need to occur before students have a full understanding to move forward to Elaborate. Evaluate is an ongoing process and is not generally left for the end of the lesson. The 5E Model allows teachers to teach the same concept five different times using five different methods to meet the needs of all the students’ various learning modalities.

Engage

Explore

Explain

Elaborate

Evaluate http://www.austinschools.org/matrix

Engage raises the students’ curiosity, interest, and motivation. The teacher captures the students’ interest with informed questions, makes relevant the concept to past learning, and orients their thinking to the goals of the lesson. The students desire to learn more about the concepts; make connections; and use accountable talk among the their peers in cooperative groups. Explore provides the students with concrete, hands-on experiences to build understanding of the concepts and form generalizations. Students make observations, plan and conduct investigations, gather information, construct explanations, draw conclusions, communicate explanations, and generate additional questions. The teacher’s role in this phase is that of guide and facilitator. The students test predictions and form hypotheses that lead to further investigations. Explain connects the students’ investigation to scientific explanations of the content. Teachers help the students make sense of their observations and the questions that arise from the Explore. The students describe what they have observed to their peers and record and reflect in their InterActive Notebooks. They use tools such as discussions, graphic organizers, videos, textbooks, trade books, multimedia, internet, and computer software to research, build scientific vocabulary, and clarify the concepts and dispel misconceptions. Elaborate provides further inquiry and application of this new knowledge. Students develop a deeper and broader understanding of the concepts and ideas. They apply the concepts and ideas to a new situation. Elaborate involves investigations, experimental inquiry, investigative projects, problem solving, and decision-making. Evaluate provides feedback to the students on their understanding of the concept. The teacher uses a wide variety of both informal and formal assessments to identify and clarify the students’ misconceptions. Students apply their 3-Dimensional hands-on learning to 2-Dimensional testing situations. NOTE: Many of the TEKS items can be covered simultaneously.

June 2009 Page 3

Austin Independent School District Instructional Planning Guide – Science Overview Stages of Inquiry

Austin ISD Science IPG’s use Stages of Inquiry allows teachers and students to work together as a team to work through concepts. At first the teacher demonstrates and guides the lesson. Ultimately the students gain the confidence to construct independent investigations.

Students Initiate Investigations Teacher Provides Feedback

Students Act Scientifically Teacher Facilitates Teacher Guides Students Assist

Teacher Directs Student Follow Instructions

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

June 2009 Page 4

Austin Independent School District Instructional Planning Guide – Science Overview

Cooperative Learning

Cooperative Learning is structured interaction for effective instruction, allows students to excel in their various multiple intelligences, build classroom teams, enhances comprehension through use of accountable talk.

Individual Accountability

Simultaneous Interaction Equal Participation Positive Interdependence

http://www.austinschools.org/matrix

Students demonstrate their knowledge by their own individual responses within their InterActive Notebooks, test papers, visual reports of their topic rather than group work. They report and receive grades on mini-topics of the concept. They learn to summarize, make connections, share, and demonstrate their competence. Students frequently work in teams and pairs. Partners are called upon to report their understandings to the class and to each other. Reports may be on response boards, cards, or kinesthetic symbols rather than individually. Participation is made equal for all students by assigning roles, using wait-time for reflective thinking, and allocated time for sharing the students’ accountable talk. Classrooms goals and team goals ensure that students are recognized for their accomplishments and cooperation. Each student on a team has an assigned role and work, materials, and labor is shared equally per concept or per project.

NOTE: Many of the TEKS items can be covered simultaneously.

June 2009 Page 5

Austin Independent School District Instructional Planning Guide – Science Overview Grade 4 Physical Science Unit Vocabulary Week 1

Week 2

Week 3

Week 4

Impact of Inquiry on Society

Matter has Properties

Physical Properties can be Measured

Physical Properties can be Measured

meter / metro cubic / cúbico liter / litro graduated cylinder / probeta measurement / medición standard / estándar length / longitud width / anchura meter / metro centimeter / centímetro kilometer / kilómetro distance / distancia estimate / estimar arm span / a un brazo de distancia height / altura comparison / comparación

gram (g) / gramo density / densidad balance / balanza kilogram (kg) / kilogramo fulcrum / fulcro mass / masa

safety goggles / gafas protectoras hand lenses / lupa communicating / comunicar observing / observar classifying / clasificar estimating / estimar measuring / medir inferring / inferir predicting / predecir making definitions / hacer definiciones making and using models / hacer y usar modelos giving a hypothesis / proponer una hipótesis collecting data / reunir datos controlling variables / variables de control experimenting / experimentar

gram (g) / gramo density / densidad balance / balanza kilogram (kg) / kilogramo fulcrum / fulcro mass / masa matter / materia buoyancy / flotabilidad

http://www.austinschools.org/matrix

Week 5 Physical Properties of density and buoyancy temperature / temperatura degrees Celsius / grados centígrados thermometer / termómetro

Week 6

Week 7

Week 8

Week 9

Force and Motion

Light Energy

Inquiry

Inquiry

force / fuerza gravity / gravedad inertia / inercia friction / fricción energy / energía potencial energy / energía potencial kinetic energy / energía cinética mechanical / mecánica chemical energy / energía química electrical energy / energía eléctrica work / trabajo simple machine / máquina simple compound machine / máquina compuest complex machine / máquina compleja

visible spectrum / espectro visible wavelength / longitud de onda transparent / transparente translucent / traslúcido opaque / opaco transmit / transmitir absorb / absorber reflect / reflejar convex lens / lente convexa concave lens / lente cóncava

NOTE: Many of the TEKS items can be covered simultaneously.

safety goggles / gafas protectoras microscope / microscopio camera / cámara sound recorder / grabadora de audio computer / computadora hand lens / lupa ruler / regla thermometer / termómetro meter stick / regla métrica, metro clock / reloj balance / balanzacompass / brújula compare / comparar hand lenses / lupa communicating / comunicar observing / observar classifying / clasificar estimating / estimar measuring / medir inferring / inferir predicting / predecir making definitions / hacer definiciones making and using models / hacer y usar modelos giving a hypothesis / proponer una hipótesis collecting data / reunir datos / controlling variable / variables de control experimenting / experimentar

calculator / calculadora safety goggles / gafas protectoras microscope / microscopio camera /cámara sound recorder / grabadora de audio computer / computadora h and lens / lupa ruler / regla thermometer / termómetro meter stick / regla métrica, metro clock / reloj balance / balanza compass / brújula

June 2009 Page 6

North Week 1 - Aug. 24, 2009

Austin ISD Instructional Planning Guide Week 1 Grade 4 Physical Science Major Concept: Science Inquiry has impacted society over time.

South Week 18 - Jan. 5, 2010 TEKS Knowledge and Skill Student Expectation

Targeted TEKS / SE 4.3 The student uses critical thinking and scientific problem solving to make informed decisions. D. Evaluate the impact of research on science, society, and the environment; E. Connect Grade 4 concepts with history and scientists. Scientific Processes 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. A. Demonstrate safe practices during field and laboratory investigations; B. Make wise choices in the use and conservation of resources. 4.2 Use scientific inquiry methods during field and laboratory investigations. A. Plan and conduct descriptive investigations such as experiments, building a model, and researching and analyzing data and prepare students for science and/or invention fairs. B. Collect information by observing and measuring. C. Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. D. Communicate valid conclusions. E. Construct graphs, tables, maps, and charts to organize, examine, and evaluate information. 4.4 Know how to use tools and methods to conduct science inquiry. A. Collect information using tools: calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devises, balances, compasses; B. Demonstrate that repeated investigations may increase the reliability of results.

Differentiation

Student Work Products

Resources

ESL Strategy: Guide ESL students to help create a science glossary in their Interactive Notebook. Have students use visual or illustrations to help with understanding new words.

Interactive Notebook: The student sets up the notebook with table of contents, safety contract, rubric, process skills and tools pages.

Literature Resources: Science Process Skills, by Dr. Karen Ostlund Rising to the Challenge, by Dr. Karen Ostlund & Sheryl Mercier Archimedes and the Door to Science (Living History Library) by Jeanne Bendick Leonardo Da Vinci : Giants of Science #1 (Giants of Science (Viking)) by Kathleen Krull

GT / Writing Connection: Have students research and write a short biographical sketch on one of the scientists and create a timeline of history. Logical/mathematical

Vocabulary – The teacher uses the Frayer model to develop students’ understanding of the vocabulary words. safety goggles / gafas protectoras hand lenses / lupa communicating / comunicar observing / observar classifying / clasificar estimating / estimar measuring / medir inferring / inferir predicting / predecir making definitions / hacer definiciones making and using models / hacer y usar modelos giving a hypothesis / proponer una hipótesis collecting data / reunir datos controlling variables / variables de control experimenting / experimentar

Class Timeline Student research and/or writing for timeline Poster or Inspiration/ mind- mapping of process skills

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

Technology Resources: www.sfscience.com www.fossweb.com www.carolina.com Biographies, The Scientists: A List. Super Scientists: A Gallery of Energy Pioneers Famous Scientists Famous Scientists Eric's Treasure Trove of Scientific Biography Scientist - Wikipedia, the free encyclopedia TIME 100: Scientists and Thinkers

June 2009 Page 7

Sample Lessons – Grade 4 Physical Science Week 1 Major Concept: Science Inquiry has impacted society over time.

North Week 1 - Aug. 24, 2009 South Week 18 - Jan. 5, 2010 Day 1 LESSON 1: Impact of science. Guiding Question: How have scientists throughout history impacted our lives and society? Engage: In cooperative groups, students brainstorm how science affects their daily lives. Explore: Students research the role of scientists throughout history timeline. SF SE History of Science pg. 48-59 (Use technology if needed to extend.)

Day 2

Day 3

Guiding Question: How have scientists throughout history impacted our lives and society? Explain & Elaborate: Students discuss informational text as a class and choose one event/scientist they would like to illustrate for a class timeline to wrap around the walls. (Add to this throughout the year.)

LESSON 2: Science as inquiry. Guiding Question: How do scientists come up with their ideas and answer their questions? Set up Interactive Notebook Engage: Take students out to a grassy area. Students make observations in their interactive notebooks. Teacher checks and clarifies with leading questions to get students thinking. Explain & Explore: (Inside) Teacher uses charts and asks for questions students have about what they observed. Teacher guides students by discussing questioning words and how all science is based on questions or problems. Teacher models coming up with a few questions from observations for students on the overhead. Evaluate: Students then write their own questions in cooperative groups on chart paper.

Guiding Question: How do scientists come up with their ideas and answer their questions? Explain: Teacher leads discussion of questions and helps students think about how they might answer the questions. Is it testable? Explore: Students work in cooperative groups to try and think of ways to answer each of their questions. Explain: Class discussion. Teacher uses the charts to discuss and classify questions into groups as: testable, researchable, observations over time, building a model to understand. Introduce the inquiry model and review with students. Have student glue in Interactive Notebook. Evaluate: Students reflect on their questions and consider possibilities for further investigations.

Academic Rigor: Have student prepare questions for a guest speaker, such as scientist or high school science teacher who will discuss the importance of following set procedures in the classroom, in the laboratory, and in the field. NOTE: Many of the TEKS items can be covered simultaneously.

Clear Expectations: With student input, create a criteria chart that lists characteristics of quality interactive journal entries.

http://www.austinschools.org/matrix

Day 4

Writing in Science: Students should be reflecting and writing every day in their Interactive notebooks. The guiding questions give them a framework for writing and reflecting.

Day 5 Guiding Questions: How do scientists take their questions and turn them into inquiry? What safe practices must we use in the classroom, lab, and field? Establish expectations for science safety. Explore and Explain: Teacher uses Inquiry Plan to discuss and extend the inquiry process and methods all scientists throughout the world use for consistency. (Introduce next week’s lessons on measurement.) Evaluate: Have students make a drawing or use Inspiration to make a web of the different process skills. OR: Cooperative group work: Students make a poster of each skill, and present to class.

Academic Rigor: Make sure students are practicing and discussing the process skills throughout the entire school year. They should be able to both define and initiate them. June 2009 Page 8

North Week 2 – Aug. 31, 2009

Austin ISD Instructional Planning Guide Week 2 Grade 4 Physical Science Major Concept: Matter has observable physical properties.

South Week 19 - Jan. 11, 2010 TEKS Knowledge and Skill Student Expectation

Differentiation

Student Work Products And Assessments

Targeted TEKS / SE

Pacing: In order to accommodate interventions, reteaching, and district assessments, accelerate or compact the daily lessons.

Patterns, Properties, and Models 4.7 The student knows that matter has physical properties. A. Observe and record changes in the states of matter B. Conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy. Scientific Processes The Students: 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. A. Demonstrate safe practices during field and laboratory investigations; B. Make wise choices in the use and conservation of resources. 4.2 Use scientific inquiry methods during field and laboratory investigations. A. Plan and conduct descriptive investigations such as experiments, building a model, and researching and analyzing data and prepare students for science and/or invention fairs. B. Collect information by observing and measuring. C. Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. D. Communicate valid conclusions. E. Construct graphs, tables, maps, and charts to organize, examine, and evaluate information. 4.3 The student uses critical thinking and scientific problem solving to make informed decisions. A. Analyze, review, and critique scientific explanations, including hypotheses and theories; B. Draw inferences based on information; C. Represent the natural world using models and identify their limitations; D. Evaluate the impact of research on science, society, and the environment; E. Connect Grade 4 concepts with history and scientists. 4.4 Know how to use tools and methods to conduct science inquiry. A. Collect information using tools: calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devises, balances, compasses; B. Demonstrate that repeated investigations may increase the reliability of results.

For tactile learners: Students gather matter to classify into the three states. They make a visual classification of the three states of matter. Use hula-hoops to make a Venn diagram. Fill in the center with written ways the matter is the same even though it is in different states. Enrichment: Use graduated cylinders from Math Measureworks to test for water displacement. Explain how Archimedes came up with this theory.

Vocabulary – identify and recognize cognates gram (g) / gramo density / densidad balance / balanza kilogram (kg) / kilogramo fulcrum / fulcro mass / masa matter / materia buoyancy / flotabilidad States of Matter foldable Optional: Students take pictures of buoyancy investigation for a class book or slide show. Include results in a graph.

ESL & SpEd Modifications: Interactive game with simple pictures “Solids, Liquids and Gases” http://www.bbc.co.uk/schools/revisewi se/science/materials/08_act.shtml GT strategy: Interactive game “States of Matter Millionaire Game” http://www.quia.com/servlets/quia.acti vities.common.ActivityPlayer?AP_ran d=1620613014&AP_activityType=10 &AP_urlId=38085&AP_continuePlay= true&id=38085

Resources Literature Resources: What Is the World Made Of? All About Solids, Liquids, and Gases (Let's-Read-and-FindOut Science, Stage 2) by Kathleen Weidner Zoehfeld What Is Matter? (Rookie ReadAbout Science) by Don L. Curry Solids, Liquids and Gasses, by Ginger Garrett What is the World Made Of? By Kathleen Weidner Zoehfeld Solids, Liquids and Gasses, by Louise Osborne What are Atoms? by Lisa Trumbauer Technology Resources: www.sfscience.com www.fossweb.com 5 states of matter/Plasmas http://www.chem4kids.com/files/m atter_states.html Atoms in different states http://www.mansfieldct.org/schools /mms/staff/hand/atomsheat.htm Diffusion Of Molecules Lesson http://www.eduref.org/Virtual/Lesso ns/Science/Chemistry/CHM0013.ht ml Different games for “States of Matter” http://www.quia.com/jg/377547.ht ml United Streaming Bouyancy: http://www.unitedstreaming.com/se arch/assetDetail.cfm?guidAssetID= F3B3BE76-E02F-48A3-9731132FC8444542

Interactive States of Matter: http://www.bbc.co.uk/schools/s cienceclips/ages/8_9/solid_liqu ids.shtml

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

June 2009 Page 9

Sample Lessons - Grade 4 Physical Science Week 2 Major Concept: Matter has observable physical properties.

North Week 2 – Aug. 31, 2009 South Week 19 - Jan. 11, 2010 Day 1 LESSON 1: Matter has physical properties. Guiding Question: What is matter? What are the physical states of matter? Engage: SF Exploring Matter pg. B6 Explain: Students read for information. SF SE pgs. B-8-10 Elaborate: Students make a list of matter/non-matter and discuss in cooperative groups. They must prove their thinking by stating that it has mass and takes up space. Dispel any misconceptions about air by blowing up a balloon. Evaluate: Students make a list of the properties of matter that can be observed.

Day 2 Guiding Question: How are the molecules arranged in matter and how? Engage: Students make observations of ice melting in a cup. Elaborate: Students should understand the arrangement of molecules in each of the three states.

Make sure students know there are five states of matter! See this website for easy info. access. http://www.chem4kids.com/files/ matter_states.html Elaborate: What happened when heat was added and conduction occurred? http://www.mansfieldct.org/school s/mms/staff/hand/atomsheat.htm

Day 3 LESSON 2: Matter can be combined. Guiding Question: How are mixtures and solutions the same and different? Explain: Students read for information. SF SE pgs. B10-11 Evaluate: In cooperative groups, have students make a T-cart and generate a list of mixtures and solutions. Have students justify their answers.

Students make their own T-chart in their interactive notebook.

Accountable Talk: After finishing the foldables, have students discuss their examples. As students work together, urge the use of accountable talk. (Example: “I disagree (or agree) because….”

Day 4

Day 5

Guiding Question: What changes occur to the physical properties of matter as it dissolves in water?

Guiding Question: What causes matter to float or sink?

Guided Inquiry: Dissolving Explore: (See online activity) http://www.eduref.org/Virtual/Les sons/Science/Chemistry/CHM00 13.html Explain: Class discussion from teacher notes. Evaluate: Students reflect in their interactive notebooks. Clear Expectations: As students explore dissolving, encourage them to ask questions. Have students practice safety procedures and communicate observations orally using new vocabulary.

Evaluate: Students make a foldable of states of matter. Have students use correct vocabulary as they communicate with other students about the states of matter. Post an Inquiry Board. All during Opportunities for Inquiry: the week, allow students to write • Use the Scott Foresman textbook, FOSS kits, internet sites to find questions for inquiry. their questions on a self-stick • As the students work through activities in their groups, post their questions on the Inquiry Board for notes and place it on the Inquiry further investigations. http://www.austinschools.org/matrix NOTE: Many of the TEKS items can be covered simultaneously. ultaneously. Board. • During directed inquiry activities, consider how variables can be changed to move the activity to full inquiry.

Guided Inquiry: Buoyancy Use the inquiry model and the overhead/ blackboard to plan an inquiry lesson on floating/sinking objects. Walk students through the entire inquiry process testing items from throughout your room and beyond. Use the tubs from the measurement kit to float the items in. Class Chart to record results. Optional: Use a digital camera to take pictures for a class book or slide show.

Students will plan and record as they go through the process in their interactive notebook.

FULL INQUIRY: Allow students to design their experiments from questions generated by their group.

June 2009 Page 10

http://www.exploratorium.edu/

North Week 3 – Sep. 8, 2009

Austin ISD Instructional Planning Guide Week 3 Grade 4 Physical Science Major Concept: The physical properties of matter, length, width, mass, density, volume and temperature can be measured.

South Week 20 - Jan. 19, 2010 TEKS Knowledge and Skill Student Expectation

Student Work Products And Assessments Interactive Notebook – On right side of notebook students draw, color and label

Differentiation

Targeted TEKS / SE Patterns, Properties, and Models 4.7 The student knows that matter has physical properties. A. Observe and record changes in the states of matter B. Conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy.

ESL Strategy: Have the students measure different lengths of yarn. Provide a comparative sentence frame such as: The yellow yarn is 1 meter longer than the green.

Related TEKS / SE

Scientific Processes The Students: 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. A. Demonstrate safe practices during field and laboratory investigations; B. Make wise choices in the use and conservation of resources. 4.2 Use scientific inquiry methods during field and laboratory investigations. A. Plan and conduct descriptive investigations such as experiments, building a model, and researching and analyzing data and prepare students for science and/or invention fairs. B. Collect information by observing and measuring. C. Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. D. Communicate valid conclusions. E. Construct graphs, tables, maps, and charts to organize, examine, and evaluate information. 4.3 The student uses critical thinking and scientific problem solving to make informed decisions. A. Analyze, review, and critique scientific explanations, including hypotheses and theories; B. Draw inferences based on information; C. Represent the natural world using models and identify their limitations; D. Evaluate the impact of research on science, society, and the environment; E. Connect Grade 4 concepts with history and scientists.

GT: Students research and write a brief history of the metric system or make a slide show showing how to measure in metrics.

Vocabulary meter / metro cubic / cúbico liter / litro graduated cylinder / probeta measurement / medición standard / estándar length / longitud width / anchura meter / metro centimeter / centímetro kilometer / kilómetro distance / distancia estimate / estimar arm span / a un brazo de distancia height / altura comparison / comparación FOSS: How Long Is It? Sheet No. 3 Foldable with the examples and landmarks for the different units of measurement. Mm.

Cm.

Meter

Km.

4.4 Know how to use tools and methods to conduct science inquiry. A. Collect information using tools: calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devises, balances, compasses; B. Demonstrate that repeated investigations may increase the reliability of results.

Student Sheet #12, Soda Can Volume

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

Resources Literature Resources: How Big is a Foot, by Rolf Myller Polly's Pen Pal, by Stuart J. Murphy I Fall Down, by Vicki Cobb

Technology Resources: www.fossweb.com www.tenet.edu/teks/ science/safety/index. html www.austin.isd.tenet. edu/K12/curriculum/ core/science/safety01.phtml Mass/Volume Cloze Activity http://www.quia.com/servlets/q uia.activities.common.ActivityP layer?AP_rand=1626647551& AP_activityType=16&AP_urlId =7957&AP_continuePlay=true &id=7957 Balance Scale Online Tutorial www.ohaus.com/ products/education/ tutorials.asp?source +2 Metric Measures http://www.pueblo.gsa.gov/cic_ text/misc/usmetric/metricallyouneed.htm Think Metric! http://www.thinkmetric.org.uk/i ndex.html More Lessons http://www.geocities.com/smile cdg/measuremtles.html

June 2009 Page 11

North Week 3 – Sep. 8, 2009

Sample Lessons - Grade 4 Physical Science Week 3 Major Concept: The physical properties of matter, length, width, mass, density, volume and temperature can be measured.

South Week 20 - Jan. 19, 2010 Day 1 LESSON 1: Matter can be measured by length. Guiding Questions: What is matter and how do we measure it? Why do we need a standard, and what is it?

Engage: Students read for information. SF SE pgs. B8-11 Explore: FOSS: Measurement, Investigation 1, “The First Straw” Part 1, Finding a Standard Ss make FOSS Paper Meter Tape Sheet No. 2 Evaluate: Interactive Notebook: Have students reflect and write about why we need a standard measure for length. Have them make predictions as to what might happen if we did not.

Post an Inquiry Board. All during the week, allow students to write their questions on a self-stick notes and place it on the Inquiry Board.

Day 2

Day 3

Guiding Questions: How do we measure length in science? Can I use what I know to be a landmark length to improve my estimation?

Day 4

Guiding Question: How can I use measurement to observe and record data and changes in that data over time?

LESSON 2: Matter can be measured by volume. Guiding Question: How are liquids measured in science?

Engage: FOSS Science Stories: “The Metric System”

Explore: Students read informational text and discuss in small groups SF SE pgs. B-12-13

Engage: Students observe a variety of containers of colored water to hypothesize which holds more.

Explore: FOSS: How Long Is It? Sheet No. 3 Students record and organize results on a chart in their cooperative groups.

Explain: Class discussion of why scientists measure to get a better description and to record changes.

Explain: Students read informational text and reflect in their Interactive Notebooks about this concept. Read SF SE pgs. B14-15.

Explain: Note: Please model a way to estimate first, (Using body parts, decimeters, etc.) and check for understanding as you work with different cooperative groups.

Evaluate: Teacher observations and FOSS Response Sheet No. 5, Linear Measurement. Foldable with the examples and landmarks for the different units of measurement.

Explore: FOSS: Measuring Volume – Students measure the volume of the various containers. Sheet #10

Interactive Notebook: Have students reflect on: Can I use what I know to be a landmark length to improve my estimation?

Note: Have students bring empty plastic bottles and containers from home.

Evaluate: Interactive Notebook: Students draw different tools used to measure volume and write the important steps to measuring volume. Note: Make sure to color the water for better viewing.

Note: Use graduated cylinders. Opportunities for Inquiry: • Use the Scott Foresman textbook, FOSS kits, internet sites to find questions for inquiry. • As the students work through activities in their groups, post their questions on the Inquiry Board for further investigations. • During directed inquiry activities, consider how variables can be changed to move the activity to full inquiry.

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

Day 5 Guiding Question: What is the difference between capacity and volume? Engage: Ask students to estimate how many liters of water they would need to make sure everyone had at least a drinking glass full. Fill a liter container with colored water. Fill up as many of the small clear cups as you can and ask the students if they want to change their estimate. Discuss. Explore: Student Sheet #12, Soda Can Volume Evaluate: • Response Sheet #11, Volume and Capacity • Teacher observations Encourage the students to use accountable talk as they experiment with materials.

FULL INQUIRY: Allow students to design their experiments from questions generated by their group. http://www.exploratorium.edu/

June 2009 Page 12

North Week 4 - Sept. 14, 2009

Austin ISD Instructional Planning Guide Week 4 Grade 4 Physical Science Major Concept: Length, width, mass, density volume and temperature are properties of matter that can be measured.

South Week 21 - Jan. 25, 2010 TEKS Knowledge and Skill Student Expectation

Differentiation

Student Work Products And Assessments

Resources

Targeted TEKS / SE ESL/SpEd Modifications: Patterns, Properties, and Models 4.7 The student knows that matter has physical properties. A. Observe and record changes in the states of matter B. Conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy. Related TEKS / SE

Scientific Processes The Students: 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. A. Demonstrate safe practices during field and laboratory investigations; B. Make wise choices in the use and conservation of resources. 4.2 Use scientific inquiry methods during field and laboratory investigations. A. Plan and conduct descriptive investigations such as experiments, building a model, and researching and analyzing data and prepare students for science and/or invention fairs. B. Collect information by observing and measuring. C. Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. D. Communicate valid conclusions. E. Construct graphs, tables, maps, and charts to organize, examine, and evaluate information. 4.3 The student uses critical thinking and scientific problem solving to make informed decisions. A. Analyze, review, and critique scientific explanations, including hypotheses and theories; B. Draw inferences based on information; C. Represent the natural world using models and identify their limitations; D. Evaluate the impact of research on science, society, and the environment; E. Connect Grade 4 concepts with history and scientists.

Have students divide a sheet of paper into two columns, labeled Grams and Kilograms. In each column, have students list objects that should be measured using each unit. Have students write a sentence to support their thinking.

Interactive Notebook Teacher observations Vocabulary gram (g) / gramo density / densidad balance / balanza kilogram (kg) / kilogramo fulcrum / fulcro mass / masa Research and picture for class timeline. Steps for Weighing an Object, Sheet No. 6 How Heavy Is It? Sheet No. 7 FOSS: Response Sheet- Writing Connection – Weight Watching Sheet No. 8 Puddle Question

4.4 Know how to use tools and methods to conduct science inquiry. A. Collect information using tools: calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devises, balances, compasses; B. Demonstrate that repeated investigations may increase the reliability of results.

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

Literature Resources: Polly's Pen Pal, by Stuart J. Murphy I Fall Down, by Vicki Cobb Technology Resources: www.fossweb.com www.tenet.edu/teks/ science/safety/index. html www.austin.isd.tenet. edu/K12/curriculum/ core/science/safety01.phtml Mass/Volume Cloze Activity http://www.quia.com/servlets/ quia.activities.common.Activit yPlayer?AP_rand=16266475 51&AP_activityType=16&AP_ urlId=7957&AP_continuePlay =true&id=7957 Balance Scale Online Tutorial www.ohaus.com/ products/education/ tutorials.asp?source +2 Metric Measures http://www.pueblo.gsa.gov/cic _text/misc/usmetric/metricallyouneed.htm Think Metric! http://www.thinkmetric.org.uk/ index.html More Lessons http://www.geocities.com/smil ecdg/measuremtles.html

June 2009 Page 13

North Week 4 - Sept. 14, 2009

Sample Lessons - Grade 4 Physical Science Week 4 Major Concept: Length, width, mass, density volume and temperature are properties of matter that can be measured.

South Week 21 - Jan. 25, 2010 Day 1 LESSON 1: Matter can be measured by mass. Guiding Questions: How is mass measured in science? What is the difference between mass and weight? Engage: SF SE, Exploring Mass, pg. B7 SF Instructional Resources, pg. 40 Explain: Students read SF Chapter B1, Lesson 3 pg. B16–B17 “How do you find Mass and Density?” Evaluate: FOSS: Steps for Weighing an Object, Sheet No. 6 Explain: Check sequencing sheets for understanding.

Day 2

Day 2

Guiding Question: How is mass measured in science? What is the difference between mass and weight? Engage: FOSS Science Stories: The Metric System in the United States and Mind-Boggling Measurements Explore: FOSS: Measurement, Investigation 2 Weight Watching, Part 2, “Weighing Practice” FOSS: How Heavy Is It? Sheet No. 7 Have students calibrate balance before weighing each item. Stop them after they have completed weighing a few items and help them think about how to formulate better estimates.

Day 4

Guiding Question: How can we compare and record changes in mass and write an explanation to explain these changes?

Guiding Question: What part has measurement played over time, and how has it helped scientists and society?

Explore: FOSS: Measurement, Investigation 2, Weight Watching, Part 3, “Soaking Sponges”

Explain: FOSS Science Stories: Measurements Through Time and Ancient Measurements Used Today

FOSS: Soaking Sponges – Sheet No 9 Have students explore other kinds of materials such as paper towels, tissues, etc. They record their data on charts. Elaborate: As a class, model on the overhead, then have students complete FOSS: Response Sheet- Writing Connection – Weight Watching Sheet No. 8

Explore: Students use class wall timeline to add different measurement tools and inventions. Interactive Notebook: Students write about a business or occupation where measurement is used, and the importance of measurement in real life.

Day 5

Guiding Question: How can we use measurement to describe matter? Engage: Have students work in cooperative groups to describe how they used measurement that week. Explore: Group students. Tell students they will investigate the following question: How can you measure a puddle? They may plan an inquiry investigation to answer this question. Turn in written drawings and explanations. Use divergent thinking by utilizing different ways to measure. Note: Have students bring oil, dish soap, and vinegar for density lesson Monday.

Interactive Notebook: Have students use the Interactive Notebook to record the group’s sponge results of the mass of the sponge and the mass of the water Post an Inquiry Board. All during the week, allow students to write their questions on a self-stick notes and place it on the Inquiry Board.

Opportunities for Inquiry: • Use the Scott Foresman textbook, FOSS kits, internet sites to find questions for inquiry. • As the students work through activities in their groups, post their questions on the Inquiry Board for further investigations. • During directed inquiry activities, consider how variables can be changed to move the activity to full inquiry.

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

FULL INQUIRY: Allow students to design their experiments from questions generated by their group. http://www.exploratorium.edu/

June 2009 Page 14

North Week 5 - Sep. 21, 2009 South Week 22 – Feb. 1, 2010 TEKS Knowledge and Skill Student Expectation Targeted TEKS / SE Patterns, Properties, and Models 4.7 The student knows that matter has physical properties. A. Observe and record changes in the states of matter B. Conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy.

Related TEKS / SE Scientific Processes The Students: 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

4.2 Use scientific inquiry methods during field and laboratory investigations.

4.3 The student uses critical thinking and scientific problem solving to make informed decisions.

4.4 Know how to use tools and methods to conduct science inquiry.

Austin ISD Instructional Planning Guide Week 5 Grade 4 Physical Science Major Concept: The physical properties of matter can be measured. Matter has properties including states, density, and buoyancy. Differentiation ESL Strategy: Have students explore using timers and thermometers. They chart and graph their data. They write sentences to explain what they observed such as: The temperature in the sun rose 10 degrees in 3 minutes. SpEd Modifications.: Have students draw thermometers with different increments of increase in temperature. (The lines go up by 2, 5, 10. 20, etc.) Have students practice on the overhead with whole class.

Student Work Products And Assessments Interactive Notebook: Teacher observes to see if the student knows the difference between metric and non-standard units.

Vocabulary - access by illustrating, labeling, creating charts, defining, etc. temperature /temperatura degrees Celsius /grados centígrados thermometer /termómetro SF Instructional Resources pg. 40 SF TAAS Practice Workbook, pgs. 78-81 Graphing Cold Water sheets 14-15 Foldable about chemical changes and physical changes. SF Teacher Assessment Package, pg. 58 Teacher’s Assessment Package pg. 59 Frayer Model Practice: MeasureWorks thermometers. Interactive Activities have evaluation sheets in Teacher Resource section.

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

Resources Literature Resources: What Is the World Made Of? All About Solids, Liquids, and Gases (Let's-Read-and-FindOut Science, Stage 2) by Kathleen Weidner Zoehfeld What Is Matter? (Rookie Read-About Science) by Don L. Curry Solids, Liquids and Gases, by Ginger Garrett What is the World Made Of? By Kathleen Weidner Zoehfeld Solids, Liquids and Gases, by Louise Osborne What are Atoms? by Lisa Trumbauer Technology Resources: Text Resources: www.sfscience.com www.fossweb.com Adding Energy and Matter http://www.chem4kids.com/fi les/matter_changes.html Frayer Model & Other Graphic Organizers: http://www.longwood.edu/staff/jo nescd/projects/educ530/aboxley /graphicorg/fraym.htm United Streaming Changes in the Properties of Matter Segments. http://www.unitedstreaming.com /search/assetDetail.cfm?guidAs setID=6994C0DC-BE6E-46BB80A8615B5B25D45C&tabStart=video Segments

June 2009 Page 15

North Week 5 - Sep. 21, 2009 South Week 22 – Feb. 1, 2010 Day 1 LESSON 1: Matter floats or sinks depending on density. Guiding Question: How does mass affect density? Engage: Have students slowly pour 20 mL of each of the different liquids into a graduated cylinder. Ask: Why do they separate? Explain: Students read SF SE pgs. B18-19. Students discuss and formulate a hypothesis as to what happened. Class discussion follows. Interactive Notebook Students reflect about how density and mass are different. Evaluate: SF Instructional Resources pg. 40 SF TAAS Practice Workbook, pgs. 78-81 Teacher note: Use thermometers and activities from the MeasureWorks kits for hands-on inquiry.

Post an Inquiry Board. All during the week, allow students to write their questions on a self-stick notes and place it on the Inquiry Board.

http://www.austinschools.org/matrix

Sample Lessons - Grade 4 Physical Science Week 5 Major Concept: The physical properties of matter can be measured. Matter has properties including states, density, and buoyancy.

Day 2

Day 3

LESSON 2: Matter changes with the addition or subtraction of heat energy. Guiding Question: How do we compare and measure temperature or heat energy?

Guiding Question: How do we measure changes in temperature or heat energy and represent them graphically?

Engage: FOSS: Measurement, Investigation 4, The Third Degree, Part 1, Measuring Temperature Explain: FOSS Science Stories: Fahrenheit and Celsius Thermometers. Students read and reflect in their Interactive Notebooks about this concept. Elaborate: SF SE, How Does Sunlight Affect Air Temperature? pgs. C8-11 Evaluate: Practice with MeasureWorks thermometer pages. Make sure students know how to read the different increments on the thermometer.

Explore: FOSS: Measurement, Investigation 4, The Third Degree, Part 2, Cooling Off FOSS: Cold Water Data, Sheet No. 14 FOSS: Graphing Cold Water, Sheet No. 15 Evaluate: FOSS: Response Sheet No. 16, Temperature Have students use a computergraphing program to graph the changes. FOSS Science Stories: “Careers You Can Count On” Elaborate: Interactive Activities Temperature Metric Measurement http://www.bbc.co.uk/schools/scie nceclips/ages/8_9/keeping_warm. shtml

Day 4 LESSON 3: Matter changes with physical and chemical changes. Guiding Question: What physical properties of matter can be changed? Engage: Students create physical changes by crumpling or tearing paper, coloring with crayons, molding clay, or melting ice cubes. Explain: SF Science, SE, What are Physical Changes? pg. B22-B25 Student reflections and notes in interactive notebook. Evaluate: SF Teacher Assessment Package, pg. 58 Academic Rigor: Have students demonstrate an understanding of these by making a foldable or graphic organizer with physical and chemical changes.

Opportunities for Inquiry: • Use the Scott Foresman textbook, FOSS kits, internet sites to find questions for inquiry. • As the students work through activities in their groups, post their questions on the Inquiry Board for further investigations. • During directed inquiry activities, consider how variables can be changed to move the activity to full inquiry.

NOTE: Many of the TEKS items can be covered simultaneously.

Day 5

Guiding Questions: How does a chemical change produce a change in matter? How are chemical changes different from physical changes? Engage: SF Science, SE, What Are Chemical Changes? pgs. B26B29 Guided Inquiry: Using tarnished pennies and an acid to create a chemical change. (Vinegar, tomato juice, or coke.) Take pictures and record data. Elaborate: Students build a foldable about chemical changes and physical changes. Make sure they draw a picture to help them remember, write a description of each change, and give examples of these sorts of changes. Evaluate: Teacher’s Assessment Package pg. 59

FULL INQUIRY: Allow students to design their experiments from questions generated by their group. http://www.exploratorium.edu/

June 2009 Page 16

North Week 6 – Sept 28, 2009 South Week 23 - Feb. 8, 2010 TEKS Knowledge and Skill Student Expectation Targeted TEKS / SE Constancy and Change 4.6 The student knows that change can create recognizable patterns B. Illustrate that certain characteristics of an object can remain constant even when the object is rotated like a spinning top, translated like a skater moving in a straight line, or reflected on a smooth surface. C. Use reflections to verify that a natural object has symmetry. Related TEKS / SE Scientific Processes The Students: 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

4.2 Use scientific inquiry methods during field and laboratory investigations.

4.3 The student uses critical thinking and scientific problem solving to make informed decisions.

4.4 Know how to use tools and methods to conduct science inquiry.

Austin ISD Instructional Planning Guide Week 6 Grade 4 Physical Science Major Concept: Forces cause changes in speed or the direction of motion. A relationship exists between the strength of a force and its affect on an object.

Differentiation

SpEd Modifications: Have students exert a force on an object and tell what happened. Have them spin in a circle and tell what happened. Connect to reading on force and motion. They explain what they observed with cause and effect sentences. GT: Students design a roller coaster or amusement park ride and discuss how force comes into play on the ride.

Student Work Products And Assessments Vocabulary - access by illustrating, labeling, creating charts, defining, etc. force / fuerza gravity / gravedad inertia / inercia friction / fricción energy / energía potential energy / energía potencial kinetic energy / energía cinética mechanical / mecánica chemical energy / energía química electrical energy / energía eléctrica work / trabajo simple machine / máquina simple compound machine / máquina compuest complex machine / máquina compleja SF Lab Manual, pg. 29-30 Foldable showing simple machines and the work they do Teacher Assessment Package, pg. 70 Most Interactive Activities have evaluation sheets in Teacher Resource section.

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

Resources

Literature Resources: Forces Make Things Move by Kimberly Brubaker Bradley Forces and Motion by Sarah Angliss

Technology Resources: Interactive Forces Game http://www.bbc.co.uk/scho ols/scienceclips/ages/10_ 11/forces_action.shtml Online Forces Tutorial, Fact sheet & Quiz http://www.bbc.co.uk/scho ols/revisewise/science/phy sical/12b_act.shtml Online Springs /Direction Tutorial, Fact sheet & Quiz http://www.bbc.co.uk/scho ols/revisewise/science/phy sical/13_act.shtml Interactive Friction Activity http://www.fearofphysics.c om/Friction/friction.html Online lever tutorial: http://www.scienceyear.co m/under11s/index.html

June 2009 Page 17

Sample Lessons - Grade 4 Physical Science Week 6 Major Concept: Forces cause changes in speed or the direction of motion. A relationship exists between the strength of a force and its affect on an object.

North Week 6 – Sept. 28, 2009 South Week 23 - Feb. 8, 2010 Day 1 LESSON 1: Characteristics of an object remain constant even when in motion. Guiding Question: How do we make inferences about motion? Engage: Brainstorm different kinds of movement. Use literacy supports to introduce and reinforce scientific concept such as Magic School Bus Plays Ball: A Book About Forces. Cole, J., 1998 Explore: SF SE, Exploring Changes in Motion, pg. B34 Elaborate: United Streaming video: TLC Elementary School: Rules of Motion and Forces (24 minutes) http://www.unitedstreaming.com/ search/assetDetail.cfm?guidAsse tID=4749C27E-315F-4DAB919F-42178EFE698D

Post an Inquiry Board. All during the week, allow students to write their questions on a self-stick notes and place it on the Inquiry Board.

Day 2

Day 3

Guiding Question: How do forces affect motion? How do gravity and forces affect motion?

Guiding Question: What happens to motion when friction is reduced or increased?

Guided Inquiry: Explore: Students build a catapult. (See online plan.) http://school.discovery.com/lesso nplans/programs/motionforces/

Guided Inquiry: Explore: Students race cars on different surfaces. (See online activity.) http://school.discovery.com/lesso nplans/programs/frictioninourlives /

Explain: SF Chapter 2, Force and Motion, How Do Forces Affect Motion? pgs. B36-B39 Elaborate: Online lever tutorial: http://www.scienceyear.com/und er11s/index.html Safety Note: Have students wear safety goggles while completing these activities. Have students bring a matchbox car for tomorrow.

Reducing Friction: SF Lab Manual, pgs. 29-30 Evaluate: Class discussion comparing different surfaces. Students interpret and explain the results after the inquiry lesson. Elaborate: Interactive Friction Activity: http://www.bbc.co.uk/schools/sci enceclips/ages/8_9/friction.shtml

Day 4 Guiding Questions: What are the forms of energy and how do they affect motion? What kinds of energy exist in our world? Explain: SF Chapter 2, Force and Motion, How Does Energy Affect Motion? SF SE pgs. B42-B45

Guiding Question: What is the relationship between work and energy? Engage: Ask students to move an object on their desk. Define as work. Explain: Students read SF SE pgs. B48-54.

Elaborate: TLC Elementary School: Earth's Energy (24min). http://www.unitedstreaming.com/ search/assetDetail.cfm?guidAsse tID=A26F7F6E-3341-4672BAB3-D9C540F5E19B Clear Expectations: The students will list the process skills in their Interactive Notebook as they are introduced. They may use drawings or illustrations to help with understanding the word.

Teacher Assessment Package, pg. 70 Elaborate: Interactive Forces Activity: http://www.bbc.co.uk/schools/sci enceclips/ages/10_11/forces_acti on.shtml Evaluate: Students construct science foldables showing simple machines and the work they do.

Students explore internet sites; www.learner.org/resources/series 136.html www.funderstanding.com/k12/co aster

Opportunities for Inquiry: • Use the Scott Foresman textbook, FOSS kits, internet sites to find questions for inquiry. • As the students work through activities in their groups, post their questions on the Inquiry Board for further investigations. • During directed inquiry activities, consider how variables can be changed to move the activity to full inquiry.

http://www.austinschools.org/matrix

Day 5

NOTE: Many of the TEKS items can be covered simultaneously.

FULL INQUIRY: Allow students to design their experiments from questions generated by their group. http://www.exploratorium.edu/

June 2009 Page 18

North Week 7 – Oct. 5, 2009

Austin ISD Instructional Planning Guide Week 7 Grade 4 Physical Science Major Concept: Light is a form of energy that behaves in predictable patterns.

South Week 24 - Feb. 16, 2010 TEKS Knowledge and Skill Student Expectation Targeted TEKS / SE Constancy and Change 4.6 The student knows that change can create recognizable patterns B. Illustrate that certain characteristics of an object can remain constant even when the object is rotated like a spinning top, translated like a skater moving in a straight line, or reflected on a smooth surface. C. Use reflections to verify that a natural object has symmetry.

Differentiation ESL Strategy: Have the students create concept maps or charts for the following: • Transparent • Translucent • Opaque SpEd Modifications: Have students use yarn or a tactile material to make a rainbow.

Related TEKS / SE Scientific Processes THE STUDENTS 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

SpEd Modifications: Have students draw lines of symmetry and complete half drawings.

4.2 Use scientific inquiry methods during field and laboratory investigations.

GT: Have students research and report on how invisible forms of light are used in modern technology.

Student Work Products And Assessments

Vocabulary - access by illustrating, Literature Resources: labeling, creating charts, defining, Sound and Light (Hands-on Science) by Sarah Angliss etc. The Rainbow Mystery (Science visible spectrum / espectro visible Solves It!) by Jennifer Dussling wavelength / longitud de onda transparent / transparente translucent / traslúcido Technology Resources: http://www.beakman.com/ opaque / opaco http://nyelabs.kcts.org transmit / transmitir www.energy.ea.gov/education.ind absorb / absorber ex.html reflect / reflejar www.opticalres.com/kidoptx.html convex lens / lente convexa www.howstuffworks.com/sun.htm concave lens / lente cóncava www.fsec.ucf.edu/ Model of a rainbow with explanation of color arrangement. Reflection of United Streaming video: “Exploring Light & Color”

4.3 The student uses critical thinking and scientific problem solving to make informed decisions.

SF Instructional Resources, pg. 64

4.4 Know how to use tools and methods to conduct science inquiry.

SF Teacher Assessment Package, pg. 94 Interactive Activities have evaluation sheets in Teacher Resource section.

http://www.austinschools.org/matrix

Resources

NOTE: Many of the TEKS items can be covered simultaneously.

http://www.noaa.gov/wx.html www.sfscience.com/english/toc/toc _grade4.htm#4-A Light Matters, Cool Lights, Night Lightshttp://www.mansfieldct.org/sc hools/mms/staff/hand/atomsheat.ht m United Streaming Video: Exploring Light and Color http://www.unitedstreaming.com/se arch/assetDetail.cfm?guidAssetID= 7405C85E-837F-4CEC-B0E45F351127698A Interactive Light Activity http://www.bbc.co.uk/schools/scien ceclips/ages/10_11/see_things.sht ml Student Online Tutorial-Light with Quiz and Fact Sheets http://www.bbc.co.uk/schools/revis ewise/science/physical/14_act.sht ml

June 2009 Page 19

Sample Lessons – Grade 4 Physical Science Week 7 Major Concept: Light is a form of energy that behaves in predictable patterns.

North Week 7 – Oct. 5, 2009 South Week 24 - Feb. 16, 2010 Day 1 LESSON 1: Change can create patterns. Guiding Question: How does energy flow? What are they types of energy it can produce? Engage: SE B62-63 Exploring Electrical Charge Explain: Students read SF SE pgs. B4854.

Elaborate: Interactive circuit and conduction experiments; http://www.bbc.co.uk/schools/sci enceclips/ages/8_9/circuits_cond uctors.shtml Evaluate: Students draw an electrical circuit in their interactive notebook.

Post an Inquiry Board. All during the week, allow students to write their questions on a self-stick notes and place it on the Inquiry Board.

Day 2

Day 3

Guiding Question: How does energy change the molecules in a state of matter? Engage: Students try to hypothesize on the above question. Explore: Students act out a drama where energy is added to a solid. (As they move more rapidly, what happens to the molecules? Total physical response strategy) Explain: http://www.mansfieldct.org/school s/mms/staff/hand/atomsheat.htm

LESSON 2: Light creates patterns. Guiding Question: What are the patterns of light? How does light travel? Engage: Use a slinky to demonstrate how energy affects wavelength. Explore: Colors in Light, pgs. B92-B93 Explain: SF Science, Chapter 4, pgs. B94–B97 “What is Light?” SF Lab Manual, pgs. 43-44 SF Lab Manual, pg. T12

Evaluate: Student work in cooperative groups to act out all states and scenarios. Students draw the different changes in their interactive notebooks.

SF Instructional Resource, pg. 64

Interactive Notebook: Have students illustrate new vocabulary and scientific labels.

Day 4

Guiding Question: How are reflections symmetrical? Explore: Interactive Light Activity http://www.bbc.co.uk/schools/sci enceclips/ages/10_11/see_things .shtml

Explain: SF Science, Chapter 4, Lesson 2, pgs. B98–B105 “What Happens When Light Hits An Object?” United Streaming Video: Exploring Light and Color http://www.unitedstreaming.com/ search/assetDetail.cfm?guidAsse tID=7405C85E-837F-4CECB0E4-5F351127698A Evaluate: SF Teacher Assessment Package, pg. 93 Academic Rigor: Have students understand the placement of colors by wavelength.

Interactive activity: http://www.bbc.co.uk/schools/sci enceclips/ages/9_10/changing_st ate.shtml Opportunities for Inquiry: • Use the Scott Foresman textbook, FOSS kits, internet sites to find questions for inquiry. • As the students work through activities in their groups, post their questions on the Inquiry Board for further investigations. • During directed inquiry activities, consider how variables can be changed to move the activity to full inquiry.

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

Day 5

Guiding Question: How does light act when it encounters different matter? Explore: SF SE, Observing Light Through Different Materials, pgs. B104B105 Evaluate: SF Lab Manual, pgs. 45-46 SF Lab Manual, pg. T12 Explain: SF Instructional Resources, pg. 64 SF Teacher Assessment Package, pg. 94 Elaborate: Student Online Tutorial - Light with Quiz and Fact Sheets http://www.bbc.co.uk/schools/revi sewise/science/physical/14_act.s html

FULL INQUIRY: Allow students to design their experiments from questions generated by their group. http://www.exploratorium.edu/

June 2009 Page 20

North Week 8 - Oct. 12, 2009

Austin ISD Instructional Planning Guide Grade 4 Physical Science Major Concept: Inquiry

South Week 26 – March 1, 2010 TEKS Knowledge and Skill Student Expectation Scientific Processes The Students: 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. A. Demonstrate safe practices during field and laboratory investigations; B. Make wise choices in the use and conservation of resources. 4.2 Use scientific inquiry methods during field and laboratory investigations. A. Plan and conduct descriptive investigations such as experiments, building a model, and researching and analyzing data and prepare students for science and/or invention fairs. B. Collect information by observing and measuring. C. Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. D. Communicate valid conclusions. E. Construct graphs, tables, maps, and charts to organize, examine, and evaluate information. 4.3 The student uses critical thinking and scientific problem solving to make informed decisions. A. Analyze, review, and critique scientific explanations, including hypotheses and theories; B. Draw inferences based on information; C. Represent the natural world using models and identify their limitations; D. Evaluate the impact of research on science, society, and the environment; E. Connect Grade 4 concepts with history and scientists. 4.4 Know how to use tools and methods to conduct science inquiry. A. Collect information using tools: calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devises, balances, compasses; B. Demonstrate that repeated investigations may increase the reliability of results.

Differentiation ESL/Sp Ed: Have students work on inquiry projects in pair-share groups. Have them use both the Spanish and English versions of the inquiry Plan. GT: Students should understand and demonstrate the understanding of variables, and include a graph of their results. They must also be able to explain their results.

Week 8

Student Work Products And Assessments Students use the Inquiry Plan sheet to guide their investigations. (Guide students through the Inquiry plan to initiate their own inquiry.) Vocabulary safety goggles / gafas protectoras microscope / microscopio camera / cámara sound recorder / grabadora de audio computer / computadora hand lens / lupa ruler / regla thermometer / termómetro meter stick / regla métrica, metro clock / reloj

Resources Literature Resources: Rising to the Challenge, by Dr. Karen Ostlund & Sheryl Mercier Science As Inquiry: Active Learning, Project-Based, Web-Assisted, and Active Assessment Strategies to Enhance Student Learning, by Jack Hassard Nurturing Inquiry : Real Science for the Elementary Classroom, by Charles R. Pearce

balance / balanzacompass /brújula

compare / comparar hand lenses / lupa communicating / comunicar observing / observar classifying / clasificar estimating / estimar measuring / medir inferring / inferir predicting / predecir making definitions / hacer definiciones making and using models / hacer y usar modelos giving a hypothesis / proponer una hipótesis collecting data / reunir datos controlling variables / variables de control experimenting / experimentar

Technology Resources: Create/develop rubric using http://rubistar.4teachers.org/ index.shtml Use search engines to find appropriate resources for inquiry research.

Use the Inquiry Plan and a rubric you make with your class to evaluate project.

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

June 2009 Page 21

North Week 8 - Oct. 12, 2009

Sample Lessons - Grade 4 Physical Science Major Concept: Inquiry

South Week 26 – March 1, 2010 Day 1

Day 2

Day 3

LESSON 1: Students form questions.

LESSON 2: Students write plans.

LESSON 3: Students test their hypotheses.

Guiding Question: Use questions from Inquiry

Guiding Question: Use questions from Inquiry Plan.

Guiding Question: Use questions from Inquiry Plan.

Engage: Students use the data in the Interactive Notebook to generate ideas to consider for their investigation.

Explore: Students complete their proposals.

Explore: Students continue their investigations.

Students monitor the progress of their investigation.

Use the Inquiry Plan to help guide students through this process. In necessary, use the plan and different short investigations in Scott Foresman or in FOSS Measurement.

Interactive Notebook

Students work on: Proposals Projects Project rubric Presentations

Note: Allow time for students to watch the actual testing of projects. Class discussion of results and conclusion follows later.

Clear Expectations: Students will identify ways they know they are doing quality work by generating a criteria chart. and timeline to set a goals for daily work.

Week 8

Day 4

Guiding Question: Use questions from Inquiry Plan. Explore: Students continue their investigations. Students work on: Proposals Projects Project rubric Presentations

Day 5 LESSON 4: Students form conclusions. Guiding Question: Use questions from Inquiry Plan. Evaluate: Students use rubrics to evaluate their projects.

Students work on: Proposals Projects Project rubric Presentations

http://www.austinschools.org/matrix

Clear Expectations: Have students establish procedures for working/collaborating in groups to conduct an experiment.

Accountable Talk: Encourage students to use the vocabulary during this unit as they plan and discuss experiments and activities.

NOTE: Many of the TEKS items can be covered simultaneously.

Clear Expectations: Create a rubric for students to follow. Include an Inquiry Plan to help them through the process.

June 2009 Page 22

South Week 26 & 27 - March 1, 2010

Austin ISD Instructional Planning Guide Grade 4 Physical Science Major Concept: Inquiry

TEKS Knowledge and Skill Student Expectation

Differentiation

Scientific Processes The Students: 4.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. A. Demonstrate safe practices during field and laboratory investigations; B. Make wise choices in the use and conservation of resources.

ESL Strategy: Allow ESL students to work in partners or small groups on inquiry projects. Review all the required components of the project.

4.2 Use scientific inquiry methods during field and laboratory investigations. A. Plan and conduct descriptive investigations such as experiments, building a model, and researching and analyzing data and prepare students for science and/or invention fairs. B. Collect information by observing and measuring. C. Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. D. Communicate valid conclusions. E. Construct graphs, tables, maps, and charts to organize, examine, and evaluate information. 4.3 Use critical thinking and scientific problem solving to make informed decisions. A. Analyze, review, and critique scientific explanations, including hypotheses and theories; B. Draw inferences based on information; C. Represent the natural world using models and identify their limitations; D. Evaluate the impact of research on science, society, and the environment; E. Connect Grade 4 concepts with history and scientists. 4.4 Know how to use tools and methods to conduct science inquiry. A. Collect information using tools: calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devises, balances, compasses; B. Demonstrate that repeated investigations may increase the reliability of results.

http://www.austinschools.org/matrix

SpEd Modification: A very simple project should be investigated, one which will allow the student to easily walk through the Inquiry Plan. GT Strategy: Prepare and present an inquiry project to support this unit: Measurement, liquids, mass.

Week 9

Student Work Products And Assessments

Interactive Notebook: Left side Vocabulary - access by illustrating, labeling, creating charts, defining, etc. calculator / calculadora safety goggles / gafas protectoras microscope / microscopio camera / cámara sound recorder / grabadora de audio computer / computadora hand lens / lupa ruler / regla thermometer / termómetro meter stick / regla métrica, metro clock / reloj balance / balanza compass / brújula

Resources Literature Resources: Rising to the Challenge, by Dr. Karen Ostlund & Sheryl Mercier Science As Inquiry: Active Learning, Project-Based, WebAssisted, and Active Assessment Strategies to Enhance Student Learning, by Jack Hassard Nurturing Inquiry : Real Science for the Elementary Classroom, by Charles R. Pearce

Technology Resources: www.sfscience.com www.fossweb.com Create/develop rubric using http://rubistar.4teachers.org/index.s html

Use the Inquiry Plan and a rubric you make with your class to evaluate projects.

NOTE: Many of the TEKS items can be covered simultaneously.

June 2009 Page 23

Sample Lessons - Grade 4 Physical Science Major Concept: Inquiry

South Week 26 & 27 - March 1, 2010 Day 1

Engage: Students use the data in the Interactive Notebook to generate ideas to consider for their investigation.

Day 2

Day 3

Week 9

Day 4

Day 5

Guiding Question: Use questions from Inquiry Plan.

Guiding Question: Use questions from Inquiry Plan.

Guiding Question: Use questions from Inquiry Plan.

Guiding Question: Use questions from Inquiry Plan.

Explore: Students complete their proposals.

Explore: Students continue their investigations.

Explore: Students continue their investigations.

Evaluate: Students use rubrics to evaluate their projects.

Students work on: Proposals Projects Project rubric Presentations

Students work on: Proposals Projects Project rubric Presentations

Students work on: Proposals Projects Project rubric Presentations

Evaluate: Students monitor the progress of their investigation.

Evaluate: Students monitor the progress of their investigation.

Evaluate: Students monitor the progress of their investigation.

Accountable Talk: Have students ask questions which show an understanding of the inquiry process.

Accountable Talk: Student should show good listening and write appropriate comments for their peers.

Note: Find out dates for UT Science Fun Day and send out a flyer. Encourage students to attend. (First part of March)

http://www.austinschools.org/matrix

NOTE: Many of the TEKS items can be covered simultaneously.

Clear Expectations: Write specific comments on the rubric for appropriate feedback.

June 2009 Page 24