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Paulsboro Schools

Curriculum

Science

Grade 4

2011-12

* For adoption by all regular education programs Board Approved: June 2011 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy.

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Superintendent

Dr. Frank Scambia, Superintendent

BOARD OF EDUCATION

Mr. Thomas C. Ridinger, President Ms. Bonnie Eastlack, Vice President

Mrs. Barbara Dunn Mr. Louis Fabiani *

Mrs. Paula Giampola Mr. Gerald D. Hodges, Sr.

Mr. Joseph L. Lisa Mrs. Lisa L. Lorada-Shaw

Mr. Jarryd Scott, Sr. Mrs. Sharon Downs Thomas

*Greenwich Township Board of Education Representative

Curriculum Writing Team Members: Linda Smith (leader) Andrus, Sue Piccione, Corey Hoffman

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The mission of the Paulsboro School District is to provide each student the educational opportunities to assist in attaining their full potential in a democratic society. Our instructional programs will take place in a responsive, community based school system that fosters respect among all people. Our expectation is that all students will achieve the New Jersey Core Curriculum Content Standards (NJCCCS) at every grade level. Introduction/philosophy: Today more than ever before, science holds the key to our survival as a planet and our security and prosperity as a nation" (Obama, 2008) Scientific literacy assumes an increasingly important role in the co9ntext of globalization. The rapid pace of technological advances, access to an unprecedented wealth of information, and the pervasive impact of science and technology on a day-to-day living required a depth of understanding that can be enhanced through quality science education. In the 21st century, science education focuses on the practices of science that lead to a greater understanding of the growing body of scientific knowledge that is required of citizens in an ever-changing world. Educational Goals 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.

Scope and Sequence - MAP

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Quarter I

Big Idea 1: A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions

Big Idea: B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms

Big Idea: C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs

Big Idea: D. Heredity and Reproduction : Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction.

Quarter II

Big Idea: Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.

Big Idea: Strand B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.

Big Idea: Strand C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.

Big Idea: Strand D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.

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Quarter III

Big Idea: Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

Big Idea: Strand A. Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These processes also governed the formation of our Solar System 4.6 billion years ago.

Big Idea: Strand B. History of Earth: From the time that the earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical and chemical processes. B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.

Big Idea: B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.

Quarter IV

Big Idea: Strand C. Properties of Earth Materials: The Earth’s composition is unique, related to the origin of our solar system, and provides us with the raw resources needed to sustain life.

Big Idea: Strand E. Energy in Earth Systems: Internal and external sources of energy drive the Earth system. C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.

Big Idea: Strand F. Weather and Climate: Earth’s weather and climate system are the result of complex interactions between land, ocean, ice and atmosphere. D. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.

Big Idea: Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earth's internal and external sources of energy, and are impacted by human activity.

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4th Grade

Big Idea 1 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: Living organisms:

Interact with and cause changes in their environment.

Exchange materials (such as gases, nutrients, water, and waste) with the environment.

Reproduce. Grow and develop in a predictable manner 5.3.4.A.1 Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving.

Big Idea 1 A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions

Topic: Life science

Overarching Goals: Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.

Goal 1: A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions

Essential Questions: What do all living things have in common? Enduring Understanding: Living organisms have a variety of observable features that enable them to obtain food and reproduce. Conceptual Understanding: Living organisms:



Reproduce. Grow and develop in a predictable manner

Learning Activities:

Be presented with a number of different objects, some living, some non-living, and some once-living. They engage in class discussion, building claims about the objects they are presented (This object was once living because…), and critiquing the claims made by other students.

Assessment Models: Your younger brother is convinced that a car is a living thing. He explains the evidence for his claim to you, providing evidence that it moves, eats gas, makes noise, and releases gas waste. He thinks the car’s engine is the heart, the battery is the nervous system, the hoses and tubes are the circulatory system, and the gas tank is the stomach. At recess, he explained this idea to his friends in his class, and half the class agrees with him. While these ideas make some sense, you claim that a car is not a living thing. You think that more students have the same idea, so you write a fictional story that explains the essential characteristics of life. Additional resources:

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for K-6 teachers. http://www.learner.org/resources/series179.html

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. http://www.teachersdomain.org/resource/tdc02.sci.life.colt.alive/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/

http://www.nj.gov/education/aps/cccs/

http://www.learner.org/resources/series179.html

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.alive/


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Students will be able to” Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances.

Conceptual Understanding Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals.

Instructional Guidance To assist in meeting this CPI, students may:

Use biofacts (artifacts from once-living organisms) to demonstrate how

the function of structures can be similar if the structures have different

physical appearances. Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: Consider the structures of each organism from biofacts or images of a large variety of living things provided by the teacher. Select two organisms that have similar structures. Point out how the structures are similar, and how the animal uses that structure. Explain if the similar structures have similar functions, using evidence and their own scientific reasoning. To show evidence of meeting this CPI, students may answer the following question: Which of these animals has a different body support system than the others?

D Resources

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI.

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_mouths

CPI 5.3.4.A.3 Describe the interactions of systems involved in carrying out everyday life activities.

Content Essential functions of the human body are carried out by specialized systems (Digestive, Circulatory, Respiratory, Nervous, Skeletal, Muscular, Reproductive).


Create digital or physical simulations to explain how human body

systems work together to perform functions necessary for life. Instructional Guidance To assist in meeting this CPI, students may:

Create digital or physical simulations to explain how human body

systems work together to perform functions necessary for life.


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4th Grade

Big Idea 1 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.3.4.A.1 Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving.

Big Idea 1 A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions

Topic: Life Science


Goal 1: A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions

Essential Questions: What do all living things have in common? Enduring Understanding: Living organisms have a variety of observable features that enable them to obtain food and reproduce. Conceptual Understanding: Living organisms:



Reproduce. Grow and develop in a predictable manner


Be presented with a number of different objects, some living, some non-living, and some once-living. They engage in class discussion, building claims about the objects they are presented (This object was once living because…), and critiquing the claims made by other students.

Assessment Models: Your younger brother is convinced that a car is a living thing. He explains the evidence for his claim to you, providing evidence that it moves, eats gas, makes noise, and releases gas waste. He thinks the car’s engine is the heart, the battery is the nervous system, the hoses and tubes are the circulatory system, and the gas tank is the stomach. At recess, he explained this idea to his friends in his class, and half the class agrees with him. While these ideas make some sense, you claim that a car is not a living thing. You think that more students have the same idea, so you write a fictional story that explains the essential characteristics of life. Additional resources:

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for K-6 teachers. http://www.learner.org/resources/series179.html



http://www.learner.org/resources/series179.html


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Students will be able to: 5.3.4.A.2 Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances.

Conceptual Understanding Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals.

Instructional Guidance To assist in meeting this CPI, students may: Use biofacts (artifacts from once-living organisms) to demonstrate how the function of structures can be similar if the structures have different physical appearances. Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: Consider the structures of each organism from biofacts or images of a large variety of living things provided by the teacher. Select two organisms that have similar structures. Point out how the structures are similar, and how the animal uses that structure. Explain if the similar structures have similar functions, using evidence and their own scientific reasoning.

Resources




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4th Grade

Big Idea 2 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.3.4.B.1 Identify sources of energy (food) in a variety of settings (farm, zoo, ocean, forest).

Big Idea 2 Strand B. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.

Topic: Life science


Goal 1: Strand B. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.

Essential Questions: How is matter transformed, and energy transferred/transformed in living systems? Enduring Understanding: All organisms transfer matter and convert energy from one form to another.. Conceptual Understanding: Almost all energy (food) and matter can be traced to the Sun.


Examine a variety of ecosystems and settings (marsh, pond, field, forest, farm, zoo, school/backyard, etc.), then compare how the organisms, the habitat, and the food chains are similar and different in these settings.

Create a visual representation or model that identifies the Sun as a source of energy and describes the path of energy from the Sun to producers, then to consumers in the food chain.

Categorize organisms within an ecosystem according to the function they serve as producers, consumers, or decomposers, then justify the category selection using evidence.

Assessment Models: Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: An organic farmer in a nearby town is trying to attract tourists to his farm. He knows that people like to take vacations to exotic places, and wants to compete in the vacation market. He is especially interested in ecotourism, which focuses on volunteering, personal growth, and learning new ways to live on the planet. He has asked your class to help him with his marketing campaign, as he would like to host family eco-vacations. The problem is that most people do not think of a farm as an ecosystem. Your job is to create a marketing campaign that focuses on how energy flows through the farm ecosystem. To complete the task, you must address how a farm functions just like a forest or an ocean in terms of the food web and energy flow. Resources

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. http://www.teachersdomain.org/resource/tdc02.sci.life.oate.energyflow/

Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of classroom teachers working with students on the specific learning goals associated with this CPI. http://www.hsdvl.org/video.php?record_serial=1313


http://www.teachersdomain.org/resource/tdc02.sci.life.oate.energyflow/

http://www.hsdvl.org/video.php?record_serial=1313

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4th Grade

Big Idea3 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.3.4.A.1 Predict the biotic and abiotic characteristics of an unfamiliar organism’s habitat.

Big Idea 3 Strand C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.

Topic: Life science


Goal 1: Strand C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.

Essential Questions: In what ways do organisms interact within ecosystems Enduring Understanding: All animals and most plants depend on both other organisms and their environments for their basic needs. Conceptual Understanding: Organisms can only survive in environments in which their needs are met. Within ecosystems, organisms interact with and are dependent on their physical and living environment.

Learning Activities: To assist in meeting this CPI, students may:

Identify environmental factors that are essential to growth and reproduction of organisms in an ecosystem.

Conduct investigations to simulate terrestrial and aquatic ecosystems and their interdependence. Assessment Models: Draw conclusions from an image of an unfamiliar species about the species’ habitat based on observations and comparisons to features of known species, Discuss and defend claims made about each species’ habitat as a class, using physical or structural evidence of features (colors, bone structures, skin textures, etc.) and scientific reasoning Additional resources:

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for K-6 teachers. http://www.learner.org/vod/vod_window.html?pid=1962





http://www.learner.org/vod/vod_window.html?pid=1962



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Students will be able to: 5.3.4.C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall).

Conceptual Understanding: Some changes in ecosystems occur slowly, while others occur rapidly. Changes can affect life forms, including humans


Predict and describing how a dramatic increase or decrease in the population size of a single species within an ecosystem affects the entire ecosystem.

Demonstrate and describe how alteration of one part of the ecosystem (i.e., change in pH, over fertilization, addition of salt) may cause changes throughout the entire ecosystem over differing periods of time.

Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: You have decided to volunteer after school at your local pet store. Your main job is to design terrariums (artificial habitats) and ensure that the terrariums remain healthy and meet the needs of the plants they support. After designing several different terrariums for plants, test how well each system responds to environmental changes. You might vary the amount of water that you supply to a terrarium by creating heavy rain at one period of time and compare it to the effects of the same amount of water distributed over two weeks time. In a different experiment, you might change the temperature in the system gradually over time or dramatically. Consider and explain how modeling changes in a terrarium mimics how ecosystems might change over time due to natural events. Record your observations about your experiments and your research on natural events, including how the plants respond to each type of ecosystem change. Use this information to include on an information label to tell the buyer how to care for the terrarium. Based on your investigation, make suggestions about which organisms are best suited for the terrarium. Resources

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for K-6 teachers. http://www.learner.org/vod/vod_window.html?pid=1962

http://www.learner.org/vod/vod_window.html?pid=1962

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4th Grade

Big Idea 4 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.3.4.D.1 Compare the physical characteristics of the different stages of the life cycle of an individual organism and characteristics of stages among species.

Big Idea 4 Strand D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction.

Topic: Life science


Goal 1: A. Organization and Development : Strand D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction.

Essential Questions: How do organisms change as they go through their life cycle? Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on some traits to their offspring. Conceptual Understanding: Plants and animals have life cycles (begin life, develop into adults, reproduce, and eventually die). The characteristics of each stage of life vary by species


Observe a complete life cycle of an organism in the classroom.

Describe the organism in different stages of its life cycle from seed or egg, to seedling/young, to mature/adult, to death, and explain how the structures of the organism change over time.

Compare the life cycle of the classroom organism to other organisms.

Recognize that stages of an organism’s life cycle are predictable and describable.

Sample Assessments After watching a nature show about frogs, your class started to wonder if all organisms follow the exact same life cycle patterns. You decide to investigate this idea together. Work in small groups to develop questions about organismal life cycles. What would you like to know? How do you think life cycles are similar? How might they differ? Decide which organism you would like to study in your small group, which should be different than those selected by other groups. Carefully observe and document the life cycle of your organism. Record the physical characteristics and behavior, noting the differences and similarities between the different life cycle stages of an organism, and the different life cycles between different organisms. As a class, find patterns based on the similarities between life cycles. Share your observations in a class-created nature show about life cycles. Resources

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for K-6 teachers. http://www.learner.org/resources/series179.html?pop=yes&pid=1957



http://www.learner.org/resources/series179.html?pop=yes&pid=1957

http://www.learner.org/resources/series179.html?pop=yes&pid=1957

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4th Grade

Big Idea 5 Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.3.4.E.1 Model an adaptation to a species that would increase its chances of survival, should the environment become wetter, dryer, warmer, or colder over time.

Big Idea 1 Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.

Topic: Physical Science


Goal 1 Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.

Essential Questions: In what ways are organisms of the same kind different from each other? How does this help them reproduce and survive? Enduring Understanding: Sometimes differences between organisms of the same kind give advantages in surviving and reproducing in different environments. Conceptual Understanding: Individuals of the same species may differ in their characteristics, and sometimes these differences give individuals an advantage in surviving and reproducing in different environments.

Learning Activities: Instructional Guidance To assist in meeting this CPI, students may:

Observe a group of organisms (living or through digital media) of the same kind.

Discuss and describe how physical appearances can differ between the same type of

organism.

Discuss how one knows that they are still the same species (i.e. what traits are

common to all species). After recognizing their similarities, determine how one specific observed variation might help an individual outcompete others of the same species Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: Research the story of British ecologist H. B. D. Kettlewell and the peppered moth Biston betularia. Explain how the variation between typica and carbonaria might have resulted in changes in the peppered moth population during the Industrial Revolution. To show evidence of meeting this CPI, students may answer the following question: The eyespots on this butterfly’s wings allow it to

A. stay warm B. locate nectar-filled flowers C. fly away quickly D. frighten or confuse enemies

Resources

The Chicago Academy of Science offers lesson plans and resources associated with this CPI. http://www.chias.org/www/edu/cse/wdnhome.html

http://www.chias.org/www/edu/cse/wdnhome.html

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Students will be able to: 5.3.4.E.2 Evaluate similar populations in an ecosystem with regard to their ability to thrive and grow.

Conceptual Understanding: In any ecosystem, some populations of organisms thrive and grow, some decline, and others do not survive at all.


Observe a group of organisms (living or through digital media) of the same kind.

Discuss and describe how physical appearances can differ between the same type of

organism.

Discuss how one knows that they are still the same species (i.e. what traits are

common to all species).

After recognizing their similarities, determine how one specific observed variation

might help an individual outcompete others of the same species.

After predicting or determining how slight variations might confer an advantage,

consider how certain environmental conditions or surroundings might impact an

individual’s survival.

Explore how the advantage or disadvantage might affect the survival of an individual

in a variety of different conditions. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: On a class field trip to the Jersey shore, you notice many small crabs in the rocky, intertidal habitat. You notice that they are everywhere, and they are very aggressive towards other crabs. At first, you think that they may be blue crabs, which are native to NJ. After comparing your pictures with a field guide, however, you determine that these crabs are Japanese shore crabs Hemigrapsus sanguineus. Develop questions about these crabs, including how you might determine their native habitat, their range, their diet, etc. Think about the interactions that they might have with the other species in the intertidal zone. Plan an investigation that you can conduct to determine how and why the Japanese shore crab became a dominant intertidal species in NJ. Contact students in Japan to learn about their intertidal zone and their Japanese crab population. Are they the dominant intertidal crab species in Japan? What other species live in this habitat? Are there any species found in NJ that are found in Japan? What is the water temperature and other shore conditions? Would this impact the health or success of the crab population? Share data and draw conclusions together. Resources


http://www.teachersdomain.org/resource/tdc02.sci.life.reg.deathvall/

http://www.teachersdomain.org/resource/tdc02.sci.life.reg.deathvall/

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4th Grade

Big Idea 6 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.2.4.A.1 Identify objects that are composed of a single substance and those that are composed of more than one substance using simple tools found in the classroom.

Big Idea 6 Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.

Topic: Physical science

Overarching Goals: Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

Goal 1: A. Organization and Development : Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.

Essential Questions: How do the properties of materials determine their use? Enduring Understanding: The structures of materials determine their properties. Conceptual Understanding: Some objects are composed of a single substance; others are composed of more than one substance.

To assist in meeting this CPI, students may:

Observe a crystal, such as salt, under a magnifying glass. Observe NJ beach sand or soil under a magnifying glass. Compare observations.

Discuss whether salt and beach sand are composed of a single substance or more than one substance. Justify the argument.

Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: Mixtures may be separated into individual substances in a variety of ways. The graduated cylinder on Day One contains a mixture of salt and water. The graduated cylinder is left undisturbed for two days. By Day Three, a solid has formed at the bottom of the graduated cylinder. The solid is a single substance. 1. What process was used to separate the mixture?

A. sifting B. filtration C. evaporation D. paper chromatography

2. A powder made up of both white specks and black specks is likely to be A. a solution B. a pure compound C. a mixture D. an element

Resources

Inquiry in Action: Investigating Matter through Inquiry, 3rd edition. Permission is

granted in advance for reproduction for classroom use. Please include “Reprinted with

permission from Inquiry in Action, Third Edition, Copyright © 2007, American

Chemical Society.” http://www.inquiryinaction.org/



http://www.inquiryinaction.org/


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Students will be able to: Observe a crystal, such as salt, under a magnifying glass. Observe NJ beach sand or soil under a magnifying glass. Compare observations. Discuss whether salt and beach sand are composed of a single substance or more than one substance. Justify the argument. Students will be able to: 5.2.4.A.2: Plan and carry out an investigation to distinguish among solids, liquids, and gasses.

Conceptual Understanding Each state of matter has unique properties (e.g., gases can be compressed, while solids and liquids cannot; the shape of a solid is independent of its container; liquids and gases take the shape of their containers).


Compare the relative densities of different liquids, first by layering them on top of each other, and then by weighing equal amounts of the liquids. (Comparing the Densities of Liquids, Solids and Gasses)

Get a feel for the relative densities of different solids by dropping small items into different liquids and observing which ones float and which ones sink. See Teachers Domain at: http://www.teachersdomain.org/resource/phy03.sci.phys.matter.lp_density/

Explore the density of air versus the density of water by using air bubbles to lift relatively dense objects (raisins) to the surface of a cup of soda water. (Comparing the Densities of Liquids, Solids and Gasses)

Build their own "ocean in a bottle" using two liquids of different densities and a small solid object that floats between them. See Teachers Domain at: http://www.teachersdomain.org/resource/phy03.sci.phys.matter.lp_density/

. Sample Assessments

To show evidence of meeting this CPI, students may answer the following questions: Use the following data table to answer question 1.

How Temperature Affects Air in a Balloon

Conditions of Balloon Length of Line Around Balloon (in centimeters)

Balloon after coming out of the freezer

12 cm

Balloon at room temperature 20 cm

Balloon after being warmed for 2 minutes

35 cm

Balloon after being warmed for 4 minutes

51 cm

1. A student conducted an experiment to find out how temperature affects air in a balloon. He drew a line around the center of the balloon and measured the length of the line around the balloon. According to the chart, what conclusion can be made about how temperature affects air in a balloon?

A. The warmer the balloon gets, the more it expands. B. The balloon bursts after being warmed for 4 minutes. C. The colder the balloon gets, the faster the gas moves. D. The balloon is unaffected by changes in temperature.

Explain how snow changes to form water vapor (gas). In the explanation, be sure to include:

changes in the state of matter

the processes needed to change the states of matter Resources

Inquiry in Action: Investigating Matter through Inquiry, 4th edition. Permission is granted in advance for reproduction for classroom use. Please include “Reprinted with permission from Inquiry in Action, Third Edition, Copyright © 2007, American Chemical Society.” http://www.inquiryinaction.org/

http://www.teachersdomain.org/resource/phy03.sci.phys.matter.lp_density/

http://www.teachersdomain.org/resource/phy03.sci.phys.matter.lp_density/



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Students will be able to: 5.2.4.A.3 Determine the weight and volume of common objects using appropriate tools.

Conceptual Understandings: Objects and substances have properties, such as weight and volume that can be measured using appropriate tools. Unknown substances can sometimes be identified by their properties.


Compare the weights (masses) of equal volumes of substances such as popcorn, sand, packing peanuts, paper clips, juice boxes, can of Diet Coke, can of Coke Classic.

Organize data in meaningful charts then share results with classmates. Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: 1. What is the mass of this material?

A. 5 grams B. 10 grams C. 15 grams

D. 20 grams

2. Julie had four bottles. She wanted to know which bottle could hold the most water.

Julie found the mass of each bottle when it was empty. Then she found the mass of each

bottle when it was full of water. She recorded the following results.

Bottle Mass of Empty Bottle (grams)

Mass of Full Bottle (grams)

1 100 800

2 100 600

3 500 900

4 700 900

3. Which bottle held the most water? A. 1 B. 2 C. 3 D. 4

A teacher told four students to each measure the mass of a closed container of water. The students took turns measuring the mass. Their data are shown in the table below.

4. Which statement best explains why there are four different measurements?

A. The balance was new. B. Each measurement was done at a different time. C. Each student used a different process to find mass.

D. Movement caused the container to lose or gain mass. (MD)

20

Joe and Ann were creating a prototype of a newly designed boat for an engineering design challenge. They were floating some balls in water. They noticed that even though the balls floated, every ball didn't float in the same way. Then they got a pitcher with measurements on the side. They put water into the pitcher and carefully placed one ball at a time into the pitcher. They saw that some of the balls made the water rise in the pitcher more than others. 5. Offer an explanation for the observations and design a simple investigation to collect evidence

to confirm or refine your explanation. (See Rising Waters at: http://pals.sri.com/tasks/k-4/Risingwater/)

Resources





National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Scale http://strandmaps.nsdl.org/?id=SMS-MAP-2458

National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science/

Science Curriculum Topic Study: Density p. 164

Students will be able to: 5.2.4.A.4 Categorize objects based on the ability to absorb or reflect light and conduct heat or electricity.

Conceptual Understanding: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.


Design a device to keep an ice cube from melting. Compare designs and identify patterns.

Design an investigation to determine the best design for a travel mug. Compare designs and identify patterns.

Design an investigation to test the electrical conductivity of different substances. Develop a presentation of the results.

Resources





National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Waves


Science Curriculum Topic Study Energy Transformations p. 213

http://pals.sri.com/tasks/k-4/Risingwater/



http://strandmaps.nsdl.org/?id=SMS-MAP-2458


http://nsdl.org/refreshers/science/







21

4th Grade

Big Idea 7 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.2.4.B.1 Predict and explain what happens when a common substance, such as shortening or candle wax, is heated to melting and then cooled to a solid.

Big Idea 7 Strand B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.



Strand B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.

Essential Questions: How does conservation of mass apply to the interaction of materials in a closed system? Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same. Conceptual Understanding: Many substances can be changed from one state to another by heating or cooling.


Design an investigation where a variety of solids are heated to the melting point. Collect and analyze data, and evaluate evidence.

Design an investigation where a variety of liquids are solidified. Analyze results. Communicate and justify explanations with reasonable and logical arguments.

Assessment Models: 1. If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you

see the mirror cloud up? A. Water droplets that formed from cooled water vapor in your breath B. Carbon dioxide that you are breathing out from your lungs C. Oxygen that you are breathing out from your lungs D. Cooled nitrogen in the air around you

2. If water gets into the crack of a rock and then it freezes, the rock will most likely A. Break apart B. Be able to float C. Become larger D. Change colors

3. Which is an example of water condensing? A. A puddle disappearing on a hot summer afternoon B. Sweat forming on your forehead after you do a lot of exercise C. Ice cubes melting when you put them out in the sun D. Dew forming on plants during a cold night

Additional resources:

Inquiry in Action: Investigating Matter through Inquiry, 4th edition. Permission is granted in advance for reproduction for classroom use. Please include “Reprinted with permission from Inquiry in Action, Third Edition, Copyright © 2007, American Chemical Society.” http://www.inquiryinaction.org/

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: States of Matter http://strandmaps.nsdl.org/?id=SMS-MAP-1341










22

4th Grade

Big Idea 8 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.2.4.C.1 Compare various forms of energy as observed in everyday life and describe their applications.

Big Idea 8 Strand C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable..



Goal 1: Strand C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.

Essential Questions: How do we know that things have energy? Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Conceptual Understanding: Heat (thermal energy), electricity, light, and sound are forms of energy.


Given a list of energy forms and a list of appliances (e.g., hair dyer, toaster, TV, radio), in groups, create a table that indicates which appliances demonstrate each energy form. Support claims with evidence or a rationale for the categorization (include rationale in table as well). Share and debate lists as a whole class.

In groups, develop concept maps that include appliances, all the energy forms present in them, as well notes on how to detect the energy form in the appliance (e.g., if thermal energy is present, they should detect heat, if light energy is present, they should be able to see light, if sound energy is present, they should be able to hear sound, if electrical energy is present, they should be able to identify wires and a source of the electrical energy such as a battery)

Assessment Models: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?

A. They all produce light. B. They all cause vibrations. C. They all convert heat to energy. D. They all need gravity to move.

Additional resources: National Science Digital Library, Science Digital Literacy Maps:

The Physical Setting: Energy Transformations http://strandmaps.nsdl.org/?id=SMS-MAP-2071


Science Curriculum Topic Study Energy Transformation p. 213







23

Students will be able to: 5.2.4.C.2 Compare the flow of heat through metals and nonmetals by taking and analyzing measurements.

Conceptual Understandings Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy.


In groups, use probeware to measure the temperature of a substance before and after rubbing it with another solid substance. Construct a data table of the relationship between temperature of substance and relationship to a rubbing. State conclusions from data. In the absence of probeware or thermometers, relative temperature (sense of touch) can be recorded and used to determine the same relationships.

In groups, construct a data table that indicates temperature (measured by probeware) and the associated amount of energy put into system (e.g., level of hairdryer power and temperature of solid heated by hair dryer; size of flame and temperature of solid substance heated by flame; intensity of light and temperature of solid substance heated by that light). Analyze data and construct conclusions.

Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: You are planning to spend the day at the park with your friends. Since it is a hot day, you want to serve drinks that will stay cool. You have three types of containers you can bring. You have paper cups, styrofoam cups, and metal cans. You aren't sure which one to choose, so you decide to test which type of container will keep liquid the coldest for 15 minutes. See Keep it Cool! at http://pals.sri.com/tasks/k-4/KeepCool/ Resources

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Energy Transformations http://strandmaps.nsdl.org/?id=SMS-MAP-2071



http://pals.sri.com/tasks/k-4/KeepCool/





24

Students will be able to: .2.4.C.3 Draw and label diagrams showing several ways that energy can be transferred from one place to another.

Conceptual Understanding: Energy can be transferred from one place to another. Heat energy is transferred from warmer things to colder things.


Investigate and describe what happens when an object of higher temperature is placed in direct contact with an object of lower temperature. Record data and use the data to describe which way the heat energy is moving between objects.

Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: 1. People wear hats when outside in the winter. How do hats help people stay

warm? A. Hats stop electrical energy from leaving their heads. B. Hats stop heat energy from leaving their heads.

C. Hats stop cold from entering their bodies through their heads. D. Hats slow down electrical energy from entering their bodies through their

heads. Three identical blocks are pushed together. The starting temperature of each is shown. 2. Which traces the transfer of heat energy among the blocks?

Some metal tools used for cooking have wooden handles. 3. Which property of wood makes it a good material for the handle on a cooking

tool?

A. Wood is a natural material. B. Wood is unaffected by metal. C. Wood does not conduct heat well. D. Wood does not conduct electricity well.

(MD) Resources

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Energy Transformations http://strandmaps.nsdl.org/?id=SMS-MAP-2071



*





25

Students will be able to: 5.2.4.C.4 Illustrate and explain what happens when light travels from air into water.

Conceptual Understanding: Light travels in straight lines. When light travels from one substance to another (air and water), it changes direction.


In groups, point a bright flash light into a clear tub of water. Draw what they observe: draw the path coming from the flashlight in the air and the path it takes through the water. Compare this path to that of a flashlight passing through the air and through an empty clear container with only air in it. As a whole class, discuss what they think happens when light travels from air to water. (The teacher may want to do this in a dark room for best observations)

Observe and record what they see when they stick part of their arm into a clear tube of water. Does the arm in the water appear to be aligned with the part of the arm exposed to the air? In whole class discussion, try to come up with explanations for this.

Make ray diagrams to explain what happens when light from the sun travels from air into a window and into a room of a house. Compare with diagrams where light from the sun travels from air into a clear pool. Share diagrams as a whole class.

Observe light traveling through a series of different substances—a cube filled with water, a cube of solid plastic, a cube of solid glass. Record observations and conclusions.

Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: Use the picture below to answer the question 1. The spoon appears to be broken where it enters the water because

A. Light is reflected by the water. B. Light is absorbed by the water. C. Light is bent by the water. D. Light is dissolved by the water.(NAEP)

Students bump into each other when they turn the corner in the hallway shown below. They plan to place a mirror in the hall so that they can see one another before reaching the corner. 2. Where should they place the mirror?

Explain your choice.(NAEP) Resources

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Waves http://strandmaps.nsdl.org/?id=SMS-MAP-1364


Science Curriculum Topic Study Waves p. 226





26

4th Grade

Big Idea 9 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.2.4.D.1 Repair an electric circuit by completing a closed loop that includes wires, a battery (or batteries), and at least one other electrical component to produce observable change.

Big Idea 9 A. Strand D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of

familiar forms of energy as they are transferred from one object to another.


Overarching Goals: 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

Goal 1: A. Organization and Development : Strand D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.

Essential Questions: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy. Conceptual Understanding: Electrical circuits require a complete loop through conducting materials in which an electrical current can pass.


Investigate circuits that can be used to power bulbs, bells/buzzers, and small motors with dry cells.

Relate circuits and components to symbolic representations.

Identify the necessary components for a safely functioning simple circuit.

Investigate the magnetic effects produced by a simple current carrying coil wrapped around an iron core, such as a nail.

Assessment Models: 1. Which of these best completes the circuit?

A. Rubber band B. Metal nail C. Leather shoelace D. Wooden toothpick

2. Copper wire is often wrapped in plastic. Plastic material is a good

A. Electromagnet B. Insulator C. Circuit D. Current

Additional resources:

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Electricity and Magnetism http://strandmaps.nsdl.org/?id=SMS-MAP-2085


Science Curriculum Topic Study Electrical Charge and Energy p. 208







27

4th Grade

Big Idea 10 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs The student will be able to: 5.2.4.E.1 Demonstrate through modeling that motion is a change in position over a period of t Students will be able to: 5.2.4.E.2 Identify the force that starts something moving or changes its speed or direction of motion.

Big Idea 10 Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.


Overarching Goals: Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science..

Goal 1 Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.

Essential Questions: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Enduring Understanding: .Different forces are responsible for the transfer of the different forms of energy. Conceptual Understanding: Motion can be described as a change in position over a period of time. Conceptual Understanding There is always a force involved when something starts moving or changes its speed or direction of motion. A greater force can make an object move faster and farther.


Observe moving objects and create symbolic representations that describe their motion. Assessment Models:

Note: The graph or model should include the distance an object moved and the time it took for it to move that distance.

Resources

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Laws of Motion http://strandmaps.nsdl.org/?id=SMS-MAP-1357


Science Curriculum Topic Study Laws of Motion, p. 218


Conduct an investigation with motion and forces. Using a ramp, toy car, meter stick and stopwatch, record the time it takes for the car to travel down the ramp.

Discuss the forces at work on the car and predict ways to make the car travel farther, slower and faster. Generate explanations based on evidence.

. Assessment: Use the picture below of Sharon pulling a wagon on a level sidewalk to answer questions 1 and 2. 1. How would the movement of the wagon be affected if she pulled harder on the wagon? 2. How would the movement of the wagon be affected if her little brother were sitting in the

wagon? Resources

National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Laws of Motion http://strandmaps.nsdl.org/?id=SMS-MAP-1357


Science Curriculum Topic Study Laws of Motion, p. 218

http://www.nj.gov/education/aps/cccs/science/standards.htm










28

5.2.4.E.3 Investigate and categorize materials based on their interaction with magnets.

Magnets can repel or attract other magnets, but they attract all matter made of iron. Magnets can make some things move without being touched.


Look at various objects, make predictions about whether they were magnetic, and then test their predictions. This exploration is an introductory activity to magnets and magnetism. (See ScienceNetLinks: Magnets 1: Magnetic Pick-ups http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=175)

Discover how barriers and increased distance can vary the strength of a magnet. (See ScienceNetLinks: Magnets 2: How Strong is Your Magnet?

http://www.sciencenetlinks.com/lessons.php?DocID=159 Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: Different materials are attracted by magnets.

1. Which items are attracted by a magnet?

A. copper cylinder and iron nail B. steel paper clip and iron nail C. steel paper clip and copper cylinder D. aluminum washer and steel paper clip

(MD) 2. What makes the needle on the compass in the picture point north?

A. rainfall B. evaporation C. wind currents D. magnetism

(VA) 3. An object is placed on a table. A magnet is slowly moved toward it and the object

moves away from the magnet. The object is most likely — A. another magnet B. a piece of glass C. a copper coin D. an iron nail

4. Explain how two magnets react when placed near each other, including the properties of magnets.

Resources

National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Electricity and Magnetism http://strandmaps.nsdl.org/?id=SMS-MAP-1332


Science Curriculum Topic Study Magnetism, p. 219

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=175


http://www.sciencenetlinks.com/lessons.php?DocID=159

http://www.sciencenetlinks.com/lessons.php?DocID=159





29

Students will be able to: 5.2.4.E.4 Investigate, construct, and generalize rules for the effect that force of gravity has on balls of different sizes and weights.

Conceptual Understanding: Earth pulls down on all objects with a force called gravity. Weight is a measure of how strongly an object is pulled down toward the ground by gravity. With a few exceptions, objects fall to the ground no matter where they are on Earth.


Investigate techniques to make careful observations of the relative time of fall for objects dropped of different masses from the same height at the same instant. Use the evidence to explore generalized rules governing the force of gravity.

Predict, with reasoning, which would land first, a feather or a hammer, if they were dropped at the same time. Then watch as Apollo 15 astronaut Dave Scott recreates Galileo’s famous gravity experiment while on the surface of the moon.

Using conceptual understanding of gravity, explain the results of Dave Scott’s experiment. The Hammer and Feather video is available at: http://www.youtube.com/watch?v=4mTsrRZEMwA

Replicate and explain at least one of Galileo's investigations. Use online and text resources to compile information about the work Galileo did in studying gravity's effect on falling objects.

Resources

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Conservation of Matter http://strandmaps.nsdl.org/?id=SMS-MAP-1372


Science Curriculum Topic Study Gravitational Force p. 215

http://www.youtube.com/watch?v=4mTsrRZEMwA





30

4th Grade

Big Idea 11 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: .5.4.4.A.1 Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day.

Big Idea 11 Strand A. Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These processes also governed the formation of our Solar System 4.6 billion years ago.

Topic: Earth Systems Science

Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe.

Goal 1: A. Organization and Development : Strand A. Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These processes also governed the formation of our Solar System 4.6 billion years ago.

Essential Questions: To what extent are the properties of objects in our solar system predictable? What causes these patterns? Enduring Understanding: Observable, predictable patterns in the solar system occur because of gravitational interactions and energy from the Sun. Conceptual Understanding: Objects in the sky have patterns of movement. The Sun and Moon appear to move across the sky on a daily basis. The shadows of an object on Earth change over the course of a day, indicating the changing position of the Sun during the day

Learning Activities: 1) Which of the following best explains why the Sun appears to move across the sky every

day? a) The Sun rotates on its axis. b) Earth rotates on its axis. c) The Sun orbits around Earth. d) Earth orbits around the Sun.

2) What determines the length of one day on Earth? a) The time it takes the Sun to circle Earth b) The time it takes Earth to circle the Sun c) The time it takes Earth to spin once on its axis d) The time it takes the Sun to spin once on its axis

Resources

National Science Digital Library, Science Digital Literacy Maps Common Themes: Patterns of Change http://strandmaps.nsdl.org/?id=SMS-MAP-2436 The Physical Setting: Solar System http://strandmaps.nsdl.org/?id=SMS-MAP-1282


Science Curriculum Topic Study Seasons p. 185; Earth, Moon, and Sun System, p. 194







31

Students will be able to: 5.4.4.A.2 Identify patterns of the Moon’s appearance and make predictions about its future appearance based observational data.

Conceptual Understanding: The observable shape of the moon changes from day to day in a cycle that lasts 29.5 days.


Create organized data tables of long-term observations of the sky to build scientific arguments for general rules for describing when the Sun and Moon are visible.

Present evidence, based on collected data, for general rules describing when the Sun and Moon are visible.

Create kinesthetic models to demonstrate how Earth’s rotation causes day and night. Assessments Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: The picture below shows the phases of the Moon.

1. Which phase of the Moon cannot be seen from Earth? A. Full Moon B. 1st Quarter C. New Moon D. 3rd Quarter

These are pictures of how the Moon appears at different times.

2. How long does it take for all the phases shown above to take place?

3. Explain why the Moon looks different at different times. (LA)

Resources

National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Solar System http://strandmaps.nsdl.org/?id=SMS-MAP-1282


Science Curriculum Topic Study Earth, Moon, and Sun System, p.194




32

Students will be able to: 5.4.4.A.3 Generate a model with explanatory value that explains both why objects roll down ramps as well as why the Moon orbits Earth.

Conceptual Understading: Earth is approximately spherical in shape. Objects fall towards the center of the Earth because of the pull of the force of gravity.


Present evidence to assist in explaining why the shape of the Earth is a sphere.

Conduct experiments that can be used to explain why objects fall.

Explore how the earth’s and moon’s gravity affects the path of a rocket launched into space. Gravity Launch found at: http://www.sciencenetlinks.com/lessons.php?Grade=3-5&BenchmarkID=4&DocID=405

Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: 1. Are astronauts really weightless when they orbit Earth?

2. Does the moon have to be full to cause a high tide?

At the end of the last Apollo 15 moon walk, Commander David Scott performed a live demonstration for the television cameras. He held out a geologic hammer and a feather and dropped them at the same time. The Apollo 15 Hammer-Feather Drop is found at: http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html

3. Based on your understanding of gravity, predict what you think will happen and

explain why you cannot recreate this demonstration in your classroom. Resources

National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Gravity http://strandmaps.nsdl.org/?id=SMS-MAP-1372


Science Curriculum Topic Study Earth's Gravity, p 178; Gravity in Space, p. 195

http://www.scilinks.org/MyScilinks/SearchByCode.aspx?Enc=1&Scilink=Yd+57QNfrRNQ=&EntPt=Y5+6M9mXtayJ1ytKwvHGDxkajL8hCgEnN

http://www.sciencenetlinks.com/lessons.php?Grade=3-5&BenchmarkID=4&DocID=405

http://www.sciencenetlinks.com/lessons.php?Grade=3-5&BenchmarkID=4&DocID=405

http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html

http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html




33

Students will be able to: 5.4.4.A.4 Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g. planets, dwarf planets, moons, asteroids, and comets).

Conceptual Understanding: Earth is the third planet from the Sun in our Solar System which includes seven other planets.


Classify the objects in the solar system into categories based on qualitative and

quantitative data.

Compare and contrast the planets in the solar system in relationship to the distance each of the planets are from the Sun.

Sample Assessments To show evidence of meeting this CPI, students may answer the following question: Which of these is MOST similar to distant stars?

A. Saturn, because it has a ring B. The Sun, because it gives off light C. A meteor, because it moves quickly D. A comet, because it moves in the sky

(MS) Resources

National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Solar System http://strandmaps.nsdl.org/?id=SMS-MAP-1282


Science Curriculum Topic Study Solar System, p. 200




34

4th Grade

Big Idea 12 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.4.4.B.1 Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in origin.

Big Idea 12 Strand B. History of Earth: From the time that the earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical and chemical processes.


Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe.

Goal 1: Strand B. History of Earth: From the time that the earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical and chemical processes.

Essential Questions: How do geologic events occurring today provide insight Earth’s past? Enduring Understanding: Earth’s components form systems. These systems continually interact at different rates of time, affecting the shape of the Earth’s surface regionally and globally. Conceptual Understanding: Fossils provide evidence about the plants and animals that lived long ago, including whether they lived on the land or in the sea, as well as changes to species over time.


Classify living organisms based on similarity of features and the environment in which they live.

Identify the characteristics necessary for an organism to meet its basic needs on land or in water.

Categorize fossils into two categories (those organisms that were likely water dwellers vs. those that lived on the land).

Justify, citing physical evidence, the categories for the fossils.

Assessment Models: Many fossils of insects have been discovered in the United States. Scientists sometimes conclude that these fossils are related to insects alive today. How do scientists MOST OFTEN make these conclusions?

A. By comparing what the insects ate B. By comparing how the insects behaved C. By comparing how long the insects lived

By comparing what the insects looked like


35

4th Grade

Big Idea 13 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.4.4.C.1 Create a model to represent how soil is formed.

Big Idea 13 Strand C. Properties of Earth Materials: The Earth’s composition is unique, related to the origin of our solar system, and provides us with the raw resources needed to sustain life.

Topic: Life science

Overarching Goals: Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe.

Goal 1: Strand C. Properties of Earth Materials: The Earth’s composition is unique, related to the origin of our solar system, and provides us with the raw resources needed to sustain life.

Essential Questions: How do Earth Systems interact to create soil? How do we use observable characteristics of Earth materials to identify different parts of the Earth System? Enduring Understanding: . Soil is a product of the interactions of the Earth Systems. The Earth System includes a variety of materials in solid, liquid and gaseous form.


Create demonstrations that show how rocks can be broken down and combined with organic material to create soil.

Analyze pictures of soil profiles that show soil horizons including the layers of regolith and bedrock.

Determine the composition of soil samples using a variety of commonly available scientific tools.

Using student-created protocols, analyze properties of soil samples from a variety of locations (e.g., water moisture, absorption of water, kind and size of particles, living/organic elements, etc.).

Experiment with various soils from around the community to predict what soil qualities are best for growing plants.

Assessment Models: You and your classmates are planning on building a community garden at school. The local home improvement store is willing to donate 3 cubic meters of soil but they want to know which type you would like. Black earth, top soil, lawn soil, potting soil… They all basically look the same, so does it really make a difference which one you use? Explain how the formation of different types of soil influences their usefulness in different situations. Resources

National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Changes in the Earth's Surface http://strandmaps.nsdl.org/?id=SMS-MAP-0048


Science Curriculum Topic Study Soil, p. 187






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Students will be able to: 5.4.4.C.2 Categorize unknown samples as either rocks or minerals.

Conceptual Understanding: Rocks can be broken down to make soil.


Make detailed observations of rocks. Through their observations, they develop an understanding that there are many types of rocks with a multitude of different attributes. Rock Hunters found at: http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=365

Classify assorted Earth materials into categories and justify the categories.

Categorize samples as either rocks or minerals based on their physical properties. Assessments To show evidence of meeting this CPI, students may answer the following questions: 1. Rocks on Earth and on the Moon are made of similar materials. What does this observation most likely

suggest? A. Both the Moon and Earth split off from the Sun. B. Life must have existed on the Moon at one time. C. The Moon was probably formed from material from Earth. D. The whole solar system is made up of the same kinds of rocks.

The table below shows whether or not each mineral can scratch the other minerals.

2. Based on the table, which mineral is the hardest?

A. Mineral A B. Mineral B C. Mineral C D. Mineral A and C

3. Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it? A. The size of the rock B. The weight of the rock C. The temperature where the rock was found D. The minerals the rock contains

Resources



Science Curriculum Topic Study Rocks and Minerals, p. 184; Air and Atmosphere, p 175






37

5.4.4.C.2 Categorize unknown samples as either rocks or minerals.

Conceptual Understanding Earth materials in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Attributes of rocks and minerals assist in their identification.



Classify assorted Earth materials into categories and justify the categories.

Categorize samples as either rocks or minerals based on their physical properties. Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: 4. Rocks on Earth and on the Moon are made of similar materials. What does this observation

most likely suggest?

E. Both the Moon and Earth split off from the Sun. F. Life must have existed on the Moon at one time. G. The Moon was probably formed from material from Earth. H. The whole solar system is made up of the same kinds of rocks.

The table below shows whether or not each mineral can scratch the other minerals. 5. Based on the table, which mineral is the hardest?

E. Mineral A F. Mineral B G. Mineral C H. Mineral A and C

Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?

E. The size of the rock F. The weight of the rock G. The temperature where the rock was found H. The minerals the rock contains

Resources










38

4th Grade

Big Idea 14 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.4.4.E.1 Develop a general set of rules to predict temperature changes of Earth materials, such as water, soil, and sand, placed in the Sun and shade.

Big Idea 14 Strand E. Energy in Earth Systems: Internal and external sources of energy drive the Earth system.


Overarching Goals: Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe..

Goal 1: Strand E. Energy in Earth Systems: Internal and external sources of energy drive the Earth system.

Essential Questions: Which Earth materials change temperature the most in the sun and shade? Enduring Understanding: Earth materials absorb and reflect the sun's energy differently. Conceptual Understanding: Land, air, and water absorb the Sun’s energy at different rates.


Observe and list the relative temperature characteristics of Earth materials found in the school yard in direct sunlight and in the shade (e.g., with a tree trunk, rocks, soil, turf grass, etc.).

Conduct experiments and analyze the data to compare the changes in temperature of different Earth materials left in the sunlight and the shade

Create testable explanations from the analyzed data (see second bullet), and apply the explanations to predictions for new experiments

Assessment Models: One hot, sunny day Sally left two buckets of water out in the sun. The two buckets were the same except that one was black and one was white. At the end of the day, Sally noticed that the water in the black bucket felt warmer than the water in the white bucket. Sally wondered why this happened, so the next day she left the buckets of water out in the hot sun again. She made sure that there was the same amount of water in each bucket. This time she carefully measured the temperature of the water in both buckets at the beginning of the day and at the end of the day. The pictures below show what Sally found. 1. What changes do you see? 2. Tell why the changes happened. 3. How does the experiment help explain why people often choose to wear white clothes in

hot weather? 4. Jim put four thermometers into four glasses of water and left the glasses of water outside

in different locations. After an hour, which glass of water will MOST LIKELY have the highest temperature? A. The glass in the highest location B. The glass in the wettest location C. The glass in the location with the most wind D. The glass in the location with the most sunlight

Resources

National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Weather and Climate http://strandmaps.nsdl.org/?id=SMS-MAP-1698

National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science





39

Students will be able to: 5.4.4.C.2 Categorize unknown samples as either rocks or minerals.

Conceptual Understanding: Earth materials in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Attributes of rocks and minerals assist in their identification.



Classify assorted Earth materials into categories and justify the categories. Categorize samples as either rocks or minerals based on their physical properties. Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: 6. Rocks on Earth and on the Moon are made of similar materials. What does this

observation most likely suggest? I. Both the Moon and Earth split off from the Sun. J. Life must have existed on the Moon at one time. K. The Moon was probably formed from material from Earth. L. The whole solar system is made up of the same kinds of rocks.

The table below shows whether or not each mineral can scratch the other minerals. Based on the table, which mineral is the hardest?

I. Mineral A J. Mineral B K. Mineral C L. Mineral A and C

7. Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it? I. The size of the rock J. The weight of the rock K. The temperature where the rock was found L. The minerals the rock contains

Resources









40

41

4th Grade

Big Idea 15 Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.4.4.E.1 Develop a general set of rules to predict temperature changes of Earth materials, such as water, soil, and sand, placed in the Sun and shade.

Big Idea 15 Strand E. Energy in Earth Systems: Internal and external sources of energy drive the Earth system.



Goal 1 Strand E. Energy in Earth Systems: Internal and external sources of energy drive the Earth system.

Essential Questions: Which Earth materials change temperature the most in the sun and shade? Enduring Understanding: Earth materials absorb and reflect the sun's energy differently. Conceptual Understanding: Land, air, and water absorb the Sun’s energy at different rates.

Learning Activities: Instructional Guidance To assist in meeting this CPI, students may:

Observe and list the relative temperature characteristics of Earth materials found in the school yard in direct sunlight and in the shade (e.g., with a tree trunk, rocks, soil, turf grass, etc.).

Conduct experiments and analyze the data to compare the changes in temperature of different Earth materials left in the sunlight and the shade

Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: One hot, sunny day Sally left two buckets of water out in the sun. The two buckets were the same except that one was black and one was white. At the end of the day, Sally noticed that the water in the black bucket felt warmer than the water in the white bucket. Sally wondered why this happened, so the next day she left the buckets of water out in the hot sun again. She made sure that there was the same amount of water in each bucket. This time she carefully measured the temperature of the water in both buckets at the beginning of the day and at the end of the day. The pictures below show what Sally found. 1. What changes do you see? 2. Tell why the changes happened.

3. How does the experiment help explain why people often choose to wear white clothes in hot weather?

4. Jim put four thermometers into four glasses of water and left the glasses of water outside in different

locations. After an hour, which glass of water will MOST LIKELY have the highest temperature? D. The glass in the highest location E. The glass in the wettest location F. The glass in the location with the most wind G. The glass in the location with the most sunlight

Resources



Science Curriculum Topic Study Weather and Climate, p 191




42

4th Grade

Big Idea 16 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.4.4.F.1 Identify patterns in data collected from basic weather instruments.

Big Idea 16 Strand F. Weather and Climate: Earth’s weather and climate system are the result of complex interactions between land, ocean, ice and atmosphere.



Goal 1: Strand F. Weather and Climate: Earth’s weather and climate system are the result of complex interactions between land, ocean, ice and atmosphere.

Essential Questions: How do changes in one part of an Earth system affect other parts of the system? Enduring Understanding: Earth’s components form systems. These systems continually interact at different rates of time, affecting the Earth regionally and globally. Conceptual Understanding: Weather changes from day to day and over the seasons can be measured and documented using basic instruments such as a thermometer, wind vane, anemometer, and rain gauge


Collect data using classroom-developed weather instruments and compare the data collected from the classroom instruments to real-time weather data collected using professional instrumentation (see: www.weather.gov).

Create and analyze graphs of the weather data in order to identify relationships among variables such as temperature, wind speed, wind direction, precipitation, and relative humidity.

Make weather predictions based on collected observations and data. If the predictions are incorrect, identify possible reasons.

Relate local weather to published weather maps, satellite imagery, and trends in student generated data.

Assessment Models: The table below shows information about the weather in four cities on the same day. Use the data to answer questions 1 and 2. 1. In which city did snow most

likely fall at some time during the day? A. City 1 B. City 2 C. City 3 D. City 4

2. In which city could children wear just T-shirts and shorts and be most comfortable playing outside all day? A. City 1 B. City 2 C. City 3

D. City 4 Resources


National Science Digital Library, Science Refreshers




43

4th Grade

Big Idea 17 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.4.4.G.1 Explain how clouds form.

Big Idea 17 Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earth's internal and external sources of energy, and are impacted by human activity.

Topic: Life science


Goal 1: Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earth's internal and external sources of energy, and are impacted by human activity.

Essential Questions: What is the source of the resources used to meet the basic needs of living organisms? Enduring Understanding: The Earth is a system, continuously moving resources from one part of the system to another. Conceptual Understanding: Clouds and fog are made of tiny droplets of water and at times, tiny particles of ice.

Learning Activities: 1. Think about where rain comes from and explain why the Earth never runs out of rain. The Chinese government launched a large cloud seeding mission to remove the threat of rain ahead of the 29th Olympic opening ceremony in Beijing. "We fired a total of 1,104 rain dispersal rockets from 21 sites in the city between 4 p.m. and 11:39 p.m. on Friday, which successfully intercepted a stretch of rain belt from moving towards the stadium" – Guo Hu, Beijing Municipal Meteorological Bureau (BMB). How Stuff Works: Cloud Seeding found at: http://science.howstuffworks.com/cloud-seeding1.htm 2. Describe and explain science behind how cloud seeding works. Assessment Models: Resources



Science Curriculum Topic Study: Water Cycle, p.189



http://science.howstuffworks.com/cloud-seeding1.htm

http://science.howstuffworks.com/cloud-seeding1.htm




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Students will be able to: 5.4.4.G.2 Observe daily cloud patterns, types of precipitation, and temperature, and categorize the clouds by the conditions that form precipitation.

Conceptual Understandings Rain, snow, and other forms of precipitation come from clouds; not all clouds produce precipitation.


Observe daily weather patterns and use the data to classify cloud types by relative altitude in the atmosphere, and by those that produce precipitation and those that do not.

Correlate collected weather and cloud observation data to develop generalized rules for predicting weather.

Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: 1. Which type of cloud is most likely to produce heavy rain, lightning, and thunder?

A. Tall and dark

B. Low and gray

C High and broken

D. High and wispy

Omar and Norma are planning to go on a picnic today. They look out of the window and see some high, thin clouds. 2. Is it likely it will rain on their picnic today? Explain your answer. Resources



Science Curriculum Topic Study Water Cycle, p.189




45

Students will be able to: 5.4.4.G.3 Trace a path a drop of water might follow through the water cycle.

Conceptual Understanding: Most of Earth’s surface is covered by water. Water circulates through the crust, oceans, and atmosphere in what is known as the water cycle.


Create a variety of explanatory models of the water cycle, including the water that moves through the crust, and into the ocean.

Create relative timelines based on the pathway the drop of water may take through the water cycle.

Compare the water cycle as it may exist locally to its pathways in different climates such as in the tropics or tundra.

Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: Look at the diagram of the water cycle below.

1. What is the role of condensation in the water cycle?

A. It produces clouds. B. It puts water in ponds. C. It takes water from oceans. D. It carries water to plant roots.

(MS) Greg washed his bike and used a towel to dry it off. He left the wet towel outside under the hot sun. When he came back later, the towel was completely dry. 2. Which BEST describes what happened to the water that was in the towel?

A. The water melted. B. The water evaporated. C. The water boiled away. D. The water soaked into the cloth.

(MS) Resources







46

Students will be able to;’ 5.4.4.G.4 Model how the properties of water can change as it moves through the water cycle.

Conceptual Understanding: Properties of water depend on where the water is located (oceans, rivers, lakes, underground sources and glaciers).


Conduct experiments on how increasing or decreasing temperature cause water to change form (solid, liquid, gas), and apply the results to water cycles.

Model how the properties of water can change as it moves through the water cycle. Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: A farmer thinks that the vegetables on her farm are not getting enough water. Her son suggests that they use water from the nearby ocean to water the vegetables. 1. Is this a good idea?

A. Yes, because there is plenty of ocean water. B. Yes, because ocean water has many natural fertilizers. C. No, because ocean water is too salty for plants grown on land. D. No, because ocean water is much more polluted than rainwater. (NAEP)

2. Where does water in a lake get most of its energy to evaporate?

A. The sun heating the lake B. Green plants living in the lake C. Streams entering the lake D. Cold springs under the lake(NAEP)

Resources







47

4th Grade

Big Idea 18 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. (5.1.4.A.1)

Big Idea 18 Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

Topic: Science Practices

Overarching Goals: Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

Goal 1: Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

Essential Questions: How do we build and refine models that describe and explain the natural and designed world? Enduring Understanding: Measurement and observation tools are used to categorize, represent and interpret the natural world. Conceptual Understanding: Fundamental scientific concepts and principles and the links between them are more useful than discrete facts.


Learn fundamental concepts, principles, theories, and models.

Then, build organized and meaningful understandings of the big picture (conceptual framework) that incorporate these concepts, principles and theories.

Then, use these relationships to interpret, understand and predict other natural phenomenon.

Assessment Models: Observe and record what they see when they stick part of their arm into a clear tube of water and answer the following question: Does your arm in the water appear to be aligned with the part of your arm exposed to the air? In whole class discussion, try to provide explanations. Make ray diagras to explain what happens when light from the sun travels from air into a window and into a room of a house. Compare to diagrams where light from the sun travels from air into a clear pool. Share diagrams as a whole class. Resource Ready, Set, Science!

pp. 17-36 Four Strands of Scientific Learning

pp. 87-108 Making Thinking Visible: Talk and Argument Taking Science to School

pp. 36-45 Goals for Science Education

pp. 93-129 Knowledge and Understanding of the Natural World


48

The student will be able to: Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2)

Conceptual Understanding Connections developed between fundamental concepts are used to explain, interpret, build, and refine explanations, models, and theories.

Instructional Guidance

Develop models, from evidence obtained, to explain the relationships between fundamental concepts and principles.

Construct and refine explanations, arguments or models as new evidence becomes available.

Assessments To show evidence of meeting this CPI, students may complete the following assessment (correlates with Physical Science CPI 5.2.4.E.2): Conduct an investigation with motion and forces. Using a ramp, toy car, meter stick and stopwatch, record the time it takes for the car to travel down the ramp. Discuss the forces at work on the car and predict ways to make the car travel farther, slower and faster. Generate explanations based on evidence. Resources Ready, Set, Science!


pp. 109-119 Making Thinking Visible: Modeling and Representation

Taking Science to School


pp. 93-129 Knowledge and Understanding of the Natural World

49

4th Grade

Big Idea 17 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1)

Big Idea 17 Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.

Topic: Practice of Science


Goal 1: Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.

Essential Questions: What constitutes useful scientific evidence? Enduring Understanding: Evidence is used for building, refining, and/or critiquing scientific explanations. Conceptual Understanding: Building and refining models and explanations requires generation and evaluation of evidence. Conceptual Understanding Tools and technology are used to gather, analyze, and communicate


Ask questions and decide what to measure in order to answer the questions.

Develop strategies for accurately measuring and collecting data.

Organize the data logically so that it may be used to answer questions or validate predictions.

Assessment Models: Create organized data tables of long-term observations of the sky to build scientific arguments for general rules for describing when the Sun and Moon are visible. Present evidence, based on collected data, for general rules describing when the Sun and Moon are visible. Create kinesthetic models using students to demonstrate how Earth’s rotation causes day and night. Resources Ready, Set, Science!


pp. 109-119 Making Thinking Visible: Modeling and Representation Taking Science to School


pp. 129–160 Generating and Evaluating Scientific Evidence and Explanations

Instructional Guidance

Use age-appropriate tools with accuracy and confidence.


50

The student will be able to: Measure, gather, evaluate, and share evidence using tools and technologies. (5.1.4.B.2)

results.

Use mathematics in the collection, organization and analysis of data.

Use tools of data analysis to organize and represent data.

Assessments To show evidence of meeting this CPI, students may complete the following assessments (correlate with Earth Systems Science CPI 5.4.4.F.1): Collect data using classroom-developed weather instruments and compare the data collected from the classroom instruments to real-time weather data collected using professional instrumentation. www.weather.gov Create and analyze graphs of the weather data in order to identify relationships among variables such as temperature, wind speed, wind direction, precipitation, and relative humidity. Relate local weather to published weather maps, satellite imagery, and trends in student generated data.

Share weather findings with another classroom in the school, district, state, nation or another Resources Ready, Set, Science!


pp. 127-148 Learning From Science Investigations Taking Science to School


pp. 129–160 Generating and Evaluating Scientific Evidence and Explanations

51

4th Grade

Big Idea 18 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: Monitor and reflect on one’s own knowledge regarding how ideas change over time. (5.1.4.C.1)

Big Idea 18 Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.



Goal 1: Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.

Essential Questions: How is scientific knowledge constructed? Enduring Understanding: Scientific knowledge builds upon itself over time. Conceptual Understanding: Scientific understanding changes over time as new evidence and updated arguments emerge.


Monitor and reflect on their ideas as those ideas change over time.

Develop an understanding that “doing science” extends beyond experiments and includes modeling, organizing observations, and historical reconstructions.

Develop an awareness that science is about searching for core explanations and connections between fundamental concepts and principles.

Assessment Models: To show evidence of meeting this CPI, students may complete the following assessments (correlate with Physical Science CPI 5.2.4.E.4): Predict, with reasoning, which would land first, a feather or a hammer, if they were dropped at the same time. Watch as Apollo 15 astronaut Dave Scott recreates Galileo’s famous gravity experiment while on the surface of the moon. Then, using their conceptual understanding of gravity, explain the results of Dave Scott’s experiment. (video available at: http://www.youtube.com/watch?v=4mTsrRZEMwA) Resources Ready, Set, Science!




pp. 168–182 Understanding How Scientific Knowledge is Constructed



http://www.youtube.com/watch?v=4mTsrRZEMwA

52

The student will be able to: Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2)

Conceptual Understanding: Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence.


Recognize that there may be multiple interpretations for the same phenomenon.

Recognize that explanations are increasingly valuable as they account for the available evidence more completely.

Assessments To show evidence of meeting this CPI, students may complete the following assessments (correlate with Physical Science CPI 5.2.4.E.3): Look at various objects, make predictions about whether they were magnetic, and then test their predictions. Resources Ready, Set, Science!




pp. 168–182 Understanding How Scientific Knowledge is Constructed

53

4th Grade

Big Idea 19 Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1)

Big Idea 19 Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.



Goal 1: Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.

Essential Questions: How does scientific knowledge benefit, deepen, and broaden from scientists sharing and debating ideas and information with peers? Enduring Understanding: The growth of scientific knowledge involves critique and communication - social practices that are governed by a core set of values and norms. Conceptual Understanding: Science has unique norms for participation. These include adopting a critical stance, demonstrating a willingness to ask questions and seek help, and developing a sense of trust and skepticism.


Develop increasingly productive ways of representing ideas.

Develop appropriate norms for presenting scientific arguments and evidence. Practice productive social interactions with peers in the context of science investigations. Assessments To show evidence of meeting this CPI, students may complete the following assessments (correlate with Earth Systems Science CPI 5.4.4.A.2): Use actual sky observation data, collected over a long period of time, to describe the patterns of the Moon’s appearance. As a class, explore and discuss questions such as: When is the Moon visible? Is the shape predictable? How can we answer these questions using observations? Use published lunar phase data to make predictions on what the moon will look like on subsequent nights and days. Working in a small group, develop a lunar calendar of the predictions and compare with the entire class. What do the calendars have in common? How are they different? Should they be different? Explore these questions as a class. Resources Ready, Set, Science!




pp. 186–203 Participation in Scientific Practices and Discourse



54

Students will be able to: Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2)

Conceptual Understanding In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation).


Demonstrate understanding of the difference between scientific argument, which rests on plausibility and evidence and has the goal of shared understanding, and everyday arguments.

Learn appropriate norms and language of scientific argumentation.

Persuade peers of the validity of one’s own ideas and the ideas of others. Assessments To show evidence of meeting this CPI, students may complete the following assessments (correlate with Life Science CPI 5.3.4.E.2): On a class field trip to the Jersey shore, you notice many small crabs in the rocky, intertidal habitat. You notice that they are everywhere, and they are very aggressive towards other crabs. At first, you think that they may be blue crabs, which are native to NJ. After comparing your pictures with a field guide, however, you determine that these crabs are Japanese shore crabs Hemigrapsus sanguineus. Develop questions about these crabs, including how you might determine their native habitat, their range, their diet, etc. Think about the interactions that they might have with the other species in the intertidal zone. Plan an investigation that you can conduct to determine how and why the Japanese shore crab became a dominant intertidal species in NJ. Contact students in Japan to learn about their intertidal zone and their Japanese crab population. Are they the dominant intertidal crab species in Japan? What other species live in this habitat? Are there any species found in NJ that are found in Japan? What is the water temperature and other shore conditions? Would this impact the health or success of the crab population? Share data and draw conclusions together. Resources Ready, Set, Science!




pp. 186–203 Participation in Scientific Practices and Discourse

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