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Week of Aug. 20th - Aug. 24thAug. 20th - Aug. 24th IndicatorPrepare for 2012 – 2013 Science Standards.

Instructional Strategies

Introduce inquiry skills Introduce note-booking Lab safety

Resources

SC Science Standards Support Document athttp://scde.mrooms.org/file.php/1/S3/science/4thgrade/4.1/4-1.7.docxPASS COACH page 12 - 39

Assessment

Review Support Document Assessment Guidelines

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

http://scde.mrooms.org/file.php/1/S3/science/4thgrade/4.1/4-1.7.docx

Week of Aug. 27th - Aug. 31stAug. 27th - Aug. 31st WEATHERIndicator4-4.5 Carry out the procedures for data collecting and measuring weather conditions (including wind speed and

direction, precipitation, and temperature) by using appropriate tools and instruments.4-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and direction,

precipitation, and temperature) and patterns.

Instructional Strategies 1. Essential - Use the weather tools from Weather Works Box:

Thermometer – measures air temperature Wind Vane – determines wind direction Anemometer – measures wind speed Rain Gauge – measures amount of precipitationObserve students carefully to ensure that they use the instruments correctly and record data accurately. Be sure students understand the concepts they are measuring as well as the importance of the data they are collecting. Quadrant B4-1.2 - Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations.

See 4th Grade Science Modules on S3 Curriculum athttp://scde.mrooms.org/file.php/1/S3/science/4thgrade/4.1/4-1.2_.docx

2. Enrichment - Invite a local meteorologist to the class to show and explain how he collects, records, and interprets weather data or take a field trip to a local weather station. Quadrant A

ResourcesText: MacMillan/McGraw-Hill South Carolina Science 227, 230-232, 244, 248-253

Science Kits/Materials Boxes:DSM Weather Instruments

Other Resources:

PASS Coach pgs. 126-129

Web Sites:03/11/09 - The Weather Channel – http://www.weather.com

03/11/09 - National Weather Service - www.weather.gov

03/11/09 - Current Clemson Weather - http://camera.clemson.edu/weather/

03/11/09 - Making a Weather Station - http://www.miamisci.org/hurricane/weatherstation.html

03/11/09 - The Weatherbug Achieve - http://achieve.weatherbug.com/

GT Extensions: Students design and conduct an experiment to measure, using Celsius thermometers, the heat gained and lost

when 100 mL of water is heated and cooled at two minute intervals for a total of ten minutes for heating and ten minutes for cooling. They determine and compare total temperature rise and drop in ten minutes. Quadrant D

Using the internet and various weather agencies, students investigate the average number of tornados that occur in the United States during tornado season. They compare seasons over a five year period to determine if there is an increase or decrease in frequency. Findings should be presented using visuals. Quadrant D

Assessment


Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

http://achieve.weatherbug.com/

http://www.miamisci.org/hurricane/weatherstation.html

http://camera.clemson.edu/weather/

http://www.weather.gov/

http://www.weather.com/

http://scde.mrooms.org/file.php/1/S3/science/4thgrade/4.1/4-1.2_.docx

Week of Sept. 3rd - Sept. 7thSept. 3rd Indicator

Labor Day (Holiday) Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)Resources

Labor Day (Holiday)Assessment

Labor Day (Holiday)

Sept. 4th - Sept. 7th (4 days)Indicator4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations.4-4.5 Carry out the procedures for data collecting and measuring weather conditions (including wind speed and

direction, precipitation, and temperature) by using appropriate tools and instruments.4-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation,

and temperature) and patterns.

Instructional Strategies 1. Enrichment - Brainstorm characteristics of each season. Students illustrate their favorite season. Show what type of activity or sport that could take place during that season. Allow students to share their illustrations. Quadrant B

*See 4th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496

Resources

Text: MacMillan/McGraw-Hill South Carolina Science 227, 230-232


Other Resources:



03/11/09 - Weather Wiz Kid - http://www.weatherwizkids.com/

03/11/09 - The National Weather Service - http://www.weather.gov/


GT Extensions: Students investigate the weather patterns in Orangeburg, SC for a two week period. Then use almanacs, the

internet, interviews with a meteorologist and newspaper reports to determine the precise conditions each day. They develop bar graph visuals to show the variations in wind speed and direction, precipitation and temperature. Quadrant D

AssessmentReview Support Document Assessment Guidelines

Week of Sept. 10th - Sept. 14thSept. 10th - Sept. 14th

http://scde.mrooms.org/index.php?page=14496

http://www.weather.gov/

http://www.weatherwizkids.com/%20



Indicator4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question

that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained).

4-4.1 Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff).

Instructional Strategies 1. Enrichment - Show pictures of a desert and an ocean.

Ask: “Which place would you find more clouds? Why?” (Over the ocean, because evaporating water and condensing water vapor form clouds.) Write down student’s answers and explanations in order to obtain their prior knowledge. Quadrant A

2. Enrichment - Do activity to form a cloud in a jar. Materials: plastic jar with lid, warm water, ice cubes.Procedure:

A. Place warm water in jar.B. Put lid on jar.C. Add ice cubes on lid of jar.D. Communicate investigation:E. Warm air in bottom of jar rises. Ice cubes on the lid of the jar cool the air, which causes water vapor to

condense into water droplets, forming a cloud in the jar. Quadrant B

3. Essential - Demonstrate the water cycle. Heat water in a pan on a hot plate. Hold a pie tin containing ice about 6-8 inches over the evaporating water. Explain that ice is in the pan to make the air cool just under the pan, simulating the cooler air in the upper atmosphere. As water vapor rises and is cooled, it condenses on the bottom of the pie tin forming a cloud. Explain that in the atmosphere, water drops attach to dust particles. As more and more water vapor rises and condenses, the drops in the cloud grow larger until they fall as precipitation. Once drops start to fall, take the tin around the classroom, hold over each student’s head, and tap side gently to make a few drops of rainfall on each student. Quadrant A

4. Enrichment - Sing to the tune of “She’ll Be Comin’ Round the Mountain”:Water travels in a cycle; yes it does!Water travels in a cycle; yes it does!It goes up as evaporation,forms a cloud as condensation,Then falls down as precipitation. Yes it does!

Sing to the tune of “Found a Peanut”:EvaporationCondensationPrecipitation on my mindIt is called the water cycleAnd it happens all the time.Quadrant A

5. Enrichment - Put a glass of ice water outside on a hot day and place a second glass of ice water in the classroom. Explain that the condensation occurs when the water vapor in the air turns back to liquid as it comes in contact with the cold glass. Take students outside to observe the glass. Ask them to hypothesize why there is water on the outside of the glass and where it came from. Then take the students inside to observe the glass in the classroom. Again, ask them to hypothesize why there is water on the outside of the glass and where it came from. Discuss the change in variables, and the type of observations made. End by discussing the condensation aspect of the water cycle. Sample Classroom Activity modified Quadrant A


ResourcesText: MacMillan/McGraw-Hill South Carolina Science, pp. 236-241



Other Resources:

Web Sites:03/11/09 - Kidzone - Diagram of the Water Cycle – http://www.kidzone.ws/water

03/11/09 - U.S. Geological Survey: How Much Water is there on (and in) the Earth? - http://ga.water.usgs.gov/edu/earthhowmuch.html 03/11/09 - U.S. Geological Survey: The water cycle - http://ga.water.usgs.gov/edu/watercyclesummary.html

03/11/09 - U.S. Environmental Protection Agency Interactive Water Cycle -http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

SC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

www.studyisland.com

GT Extensions:Students research the concept of drainage basins and explore the ways that drainage basins affect water quality. They create a flow chart to depict the process and explain their findings to the class. Quadrant D



Assessment



https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

http://ga.water.usgs.gov/edu/watercyclesummary.html

http://ga.water.usgs.gov/edu/earthhowmuch.html

http://www.kidzone.ws/water

Week of Sept. 17th - Sept. 21st

Sept. 17th - Sept. 21stIndicator4-4.2 Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form.

Instructional Strategies 1. Enrichment - Divide class into three groups. Assign each group a cloud (stratus, cumulus and cirrus). The groups are to find information about their cloud using the computer, library, etc. Groups will present the information they have learned to the class. Quadrant C

2. Enrichment - Students enter the information they have researched into a blank version of the chart below. Quadrant B

Cloud Types

3. Enrichment - Read Cloud Dance by Thomas Locker. Quadrant A

4. Enrichment - Students use cotton balls to create a cloud, they then write a story about it. Quadrant B

5. Enrichment - Do activity to form a cloud in a jar. Materials: plastic jar with lid, warm water, ice cubes.Procedure:

A. Place warm water in jar.B. Put lid on jar.C. Add ice cubes on lid of jar.D. Communicate investigation:E. Warm air in bottom of jar rises. Ice cubes on the lid of the jar cool the air, which causes water vapor to

condense into water droplets, forming a cloud in the jar. Quadrant B


ResourcesText: MacMillan/McGraw-Hill South Carolina Science, pp. 242-243


Other Resources:Cloud Dance by Thomas Locker


Web Sites:03/11/09 - Dan’s Wild Wild Weather - Clouds – http://www.wildwildweather.com/clouds.htm

03/11/09 - The Cloudman - http://cloudman.com/

Cirrus Cumulus StratusHeight high low low

Appearance thin threads dome shaped w/ flat bottom

flat grey sheets

Formed of ice crystals water droplets water droplets

Weather Conditions

fair weather, storm approaching fair weather rain/snow

http://cloudman.com/

http://www.wildwildweather.com/clouds.htm


03/11/09 - Web-Weather for Kids: Weather Games - http://eo.ucar.edu/webweather/games.html

03/11/09 - Web-Weather for Kids: Clouds - http://eo.ucar.edu/webweather/cloudhome.html


www.studyisland.com

GT Extensions: Students, with their knowledge of cloud formations and using creative writing, develop a booklet to describe/depict

the imaginative figure they see in cloud formations. Quadrant C Over a period of several weeks the students view cloud formations and record in their science notebook

descriptions of the cloud formations and the date, temperature and weather conditions on that day. They develop a hypothesis about the correlation between cloud formations and weather. Quadrant C



http://eo.ucar.edu/webweather/cloudhome.html

http://eo.ucar.edu/webweather/games.html

Week of Sept. 24th - Sept. 28thSept. 24th - Sept. 28thIndicator4-4.4 Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns.

Instructional Strategies 1. Essential - Discuss the different types of storms. Show pictures of the results of storms. Quadrant A

2. Enrichment - Discuss the effects of Hurricane Hugo that hit the state of South Carolina, Hurricane Katrina that hit the Gulf Coast and the Tsunami the occurred on the continent of Asia. Quadrant A

3. Enrichment – Brainstorm and discuss other types of severe weather. Students illustrate something they could do to prepare for severe weather. Quadrant B

4. Enrichment - Eye of a Hurricane: Fill a 2-qt. plastic bowl ¾ full with water. Cut a string 1 in. longer than the bowl height. Thread the string through the hole in the center of a ruler and tape to secure. Tie the other end to a paper clip. Sprinkle pepper over the surface of the water in the bowl. Stir in a counterclockwise direction a few times (hurricane). While the water swirls, quickly suspend the paper clip in the center of the water, dropping the paper clip directly in the center of the spiral made by the swirling specks of pepper. As long as the paper clip remains in the exact center of the swirling water, it moves slightly or not at all (calm eye of the hurricane). Quadrant A

5. Essential - Read and discuss Tornado Watches by Patrick Jennings. Quadrant A

ResourcesText: MacMillan/McGraw-Hill South Carolina Science 254-261

Science Kits/Materials Boxes:

Other Resources:The Tornado Watches by Patrick Jennings


Web Sites:03/11/09 - FEMA for Kids - Severe Weather Descriptions – http://www.fema.gov/kids/dizarea.htm

03/11/09 - Severe Weather Safety – http://www.srh.noaa.gov/oun/severewx/safety.php

03/11/09 - The Weather Channel: The Weather Classroom - http://weatherclassroom.com/

03/11/09 - Web-Weather for Kids: Tornadoes & Thunderstorms -http://eo.ucar.edu/webweather/thunderhome.html

03/11/09 - U.S. Severe Weather Map http://www.wunderground.com/severe.asp

03/11/09 - Web-Weather for Kids: Hurricanes - http://eo.ucar.edu/webweather/hurricanehome.html

03/11/09 - Web-Weather for Kids: Winter Weather and Blizzards - http://eo.ucar.edu/webweather/blizzardhome.html

GT Extensions: Using multiple resources and teacher approved internet sites, students investigate the historical frequency,

regional routes and intensity of thunderstorms, hurricanes and tornadoes during the twentieth and early twenty-first centuries. They focus attention on the geographical areas that are most affected by each type of storm and create an investigation graphic to display their information and to be used as a visual during a presentation of their findings Quadrant D

*See 4th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496Assessment



http://eo.ucar.edu/webweather/blizzardhome.html

http://eo.ucar.edu/webweather/hurricanehome.html

http://www.wunderground.com/severe.asp%20

http://eo.ucar.edu/webweather/thunderhome.html

http://weatherclassroom.com/

http://www.srh.noaa.gov/oun/severewx/safety.php

http://www.fema.gov/kids/dizarea.htm

Week of Oct. 1st – Oct. 5thOct. 1st – Oct. 5thIndicator

4-4.6 Predict weather from data collected through observation and measurements.

Instructional Strategies 1. Essential - Continue to record daily observations, now including type of clouds. Quadrant A

2. Essential - Make predictions for the following day’s weather. Compare prediction with actual weather. Discuss why forecasts are sometimes inaccurate. Following 5 (or set number of days) of forecasting, look at % of accuracy. 4-1.4 Distinguish among observations, predictions, and inferences. Quadrant B

3. Essential – Weather Data Collection and Analysis activityA. Students use various instruments (anemometer, wind vane, rain gauge, and thermometer) to collect

weather data from the schoolyard for a two week period. It may be helpful for the teacher to discuss the results each day and record the consensus of the data

on a class chart. Stress the importance of gathering the data at the same time each day (for example, on the way out to recess).

Discuss how the experiment would turn out if you took the information during different times each day. Guide the discussion to the topic of variables in an experiment.

B. Discuss Doppler radar. Have a responsible group of students go online to www.weather.com each morning to view the Doppler map. Have this group record on the board each morning the predicted high and low temperatures, as well as the estimated chance of rain.

C. Have a responsible group of students assemble the collection of weather maps from the local newspaper. Make a folder of this information for the class.

D. At the end of the observation period, have students compare their collected data to the actual data recorded in the newspaper. Discuss reasons why their data may be different.

4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations. Quadrant B

4. Essential - Provide weather maps, weather pages from newspapers, and tapes of television weather reports to practice predicting weather data. Quadrant B

5. Enrichment - Students write a script for the weather segment of the evening news. They should include an introductory anecdote, a review of current conditions, and a forecast for tomorrow. They should refer to local activities that the upcoming weather will affect. They could also give advice about preparing for the weather. Quadrant D

6. Essential - Students take turns giving daily weather reports using their data and try to make forecasts based on the data. Quadrant C

7. Enrichment - Instruct students as follows: “For one week, record the types of clouds you see outside (cumulus, cirrus, or stratus). Also record any weather conditions that occur during or after you observe this type of cloud. At the end of the week, examine your data and draw a conclusion about whether certain types of clouds are associated with specific weather conditions, such as rain, hail, or wind.” Sample Classroom Activity Quadrant B

ResourcesText: MacMillan/McGraw-Hill South Carolina Science 248-253


Other Resources:





03/11/09 - How the Weather Works: Weather Questions - http://www.weatherworks.com/03/11/09 - Interactive Weather Forecast - http://www.theweatherchannelkids.com/

03/11/09 - The National Weather Service - http://www.weather.gov/


www.studyisland.com

Assessment



http://www.weather.gov/%20

http://www.theweatherchannelkids.com/

http://www.weatherworks.com/

Week of Oct. 8th - Oct. 12thOct. 8th - Oct. 12thIndicator Light4-5.1 Summarize the basic properties of light (including brightness and colors).

4.5.2 Illustrate the fact that light, as a form of energy, is made up of many different colors.

Instructional Strategies 1. Essential - Introduce vocabulary words and give an overview of background. Quadrant A

2. Enrichment - Teach the colors of the rainbow:R – redO – orangeY – yellowG – greenB – blue I – indigoV – violet

Explain to the students that according to scientists that indigo (I) has been omitted from the spectrum. Quadrant A

3. Essential - Students use a prism and flashlight to observe the separated colors of white light. Quadrant B

4. Essential - Read and discuss MacMillan/McGraw-Hill South Carolina Science, p. 288. Quadrant A

5. Enrichment - Make a prism using the light kit, Lesson 2 “Spectrum Perspective”. Quadrant B

6. Enrichment - Make a prism using the light kit, Lesson 2 “Spectrum Perspective”. Quadrant B

7. Enrichment - “Making colors disappear”

A. Cut a circle with a 4 inch diameter from white poster board.B. Divide the circle into six equal parts.C. Using primary and secondary color magic markers color each segment a different color.D. Punch a hole in the center of the circle.E. Place a pencil through the hole of the circle and spin the colored cardboard. The colors should blur together

and appear white. Quadrant B

7. Essential - Read and discuss MacMillan/McGraw-Hill South Carolina Science, pp. 300-305. Check for understanding using Quick Check Strategies. Quadrant A

*Also see 4th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496

Resources

Blue

RedPurple

Orange

Green

Yellow


Text:MacMillan/McGraw-Hill South Carolina Science, p. 288 and 300-305.

Science Kits/Materials Boxes:FOSS Magnetism & Electricity STC Electric Circuits Other Resources:

Web Sites:03/11/09 - Pattern Palace: Kaleidoscopes - http://library.thinkquest.org/CR0213184/Kaleidoscopes.htm

03/11/09 - TheTech: Make A Splash With Color http://www.thetech.org/exhibits/online/color/

03/11/09 - BBC: Properties of Light - http://www.bbc.co.uk/schools/ks2bitesize/index.shtml

03/11/09 - Teacher’s Lab of the Annenberg CPB Mathematics and Science Project: Properties of Light - http://www.learner.org/teacherslab/science/light/

03/11/09 - ThinkQuest Pattern Palace: Kaleidoscopes - http://library.thinkquest.org/CR0213184/Kaleidoscopes.htm


www.studyisland.com



http://library.thinkquest.org/CR0213184/Kaleidoscopes.htm

http://www.learner.org/teacherslab/science/light/

http://www.bbc.co.uk/schools/ks2bitesize/index.shtml

http://www.thetech.org/exhibits/online/color/

http://library.thinkquest.org/CR0213184/Kaleidoscopes.htm

Week of Oct. 15th - Oct. 19thOct. 15th - Oct. 19thIndicator Electricity/Light4-5.3 Summarize how light travels and explain what happens when it strikes an object (including reflection, refraction,

and absorption).

Instructional Strategies 1. Essential - Students complete AIMS Activity “Bent On It” – AIMS Magazine Volume 13, Number 5 for refraction. Quadrant B

2. Essential - Put a postage stamp or decal under a short jar with lid, filled with water. Observe. (The refraction makes the stamp appear higher than it really is. When looked at from an angle, the stamp seems to have disappeared. The lid prevents looking straight down on the stamp.) Quadrant A

3. Essential - Ask students to predict what will happen if they shine a flashlight at a variety of different materials, such as glass, tissue paper, or cardboard. Let students test their predictions. Sample Classroom Activity Quadrant A

4. Essential - Read and discuss MacMillan/McGraw-Hill South Carolina Science, p. 290 - 293. Check for understanding using Quick Checks, p. 291 and 293. Quadrant B


ResourcesText:MacMillan/McGraw-Hill South Carolina Science, p. 290-293

Science Kits/Materials Boxes:FOSS Magnetism & Electricity STC Electric Circuits

Other Resources:AIMS Activity “Bent On It” – AIMS Magazine Volume 13, Number 5 for refraction

Web Sites:03/11/09 - Optical Research Associates: Optics for Kids - http://www.opticalres.com/kidoptx_f.html

03/11/09 - TheTech: What Can Lasers Do? - http://www.thetech.org/exhibits/online/lasers/mainpage.html


03/11/09 - Optics Society of America: Optics for Kids - http://www.opticsforkids.com/

www.studyisland.com

GT Extensions: Given the phenomena that a white object reflects all colors, a black object absorbs all light and does not reflect

any colors, the gifted and talented students set up a demonstration to show that heat generated by light is absorbed faster by dark-colored objects than by light colored objects. Quadrant C

Since heat is energy, students design an experiment to compare heat loss from two types of light sources (fluorescent and incandescent) and relate their findings to energy efficiency. Quadrant C


http://www.opticsforkids.com/


http://www.thetech.org/exhibits/online/lasers/mainpage.html

http://www.opticalres.com/kidoptx_f.html


Week of Oct. 22nd - Oct. 26th Oct. 22nd - Oct. 25th (4 days)Indicator4-5.4 Compare how light behaves when it strikes transparent, translucent, and opaque materials.


1. Essential - Read and discuss MacMillan/McGraw-Hill South Carolina Science, p. 294. Check for understanding using Quick Check Strategies. Quadrant B

2. Essential – Students complete AIMS activity, “What’s Blocking the Light?”, AIMS Magazine Volume 17, Number 3. Quadrant B


ResourcesText:MacMillan/McGraw-Hill South Carolina Science, p. 294


Other Resources:AIMS Magazine Volume 17, Number 3

Web Sites:03/11/09 - Optics For Kids - http://www.opticsforkids.com/



www.studyisland.com

Assessment


Oct. 26th Indicator

Professional Development/Workdays Professional Development/WorkdaysInstructional Strategies

Professional Development/WorkdaysResources

Professional Development/WorkdaysAssessment

Professional Development/Workdays



http://www.opticsforkids.com/


Week of Oct. 29th - Nov. 2ndOct. 29th - Nov. 2nd Indicator4-5.9 Summarize the properties of magnets and electromagnets (including polarity, attraction/repulsion, and strength).


1. Essential - Activity: Making an Electromagnet (MacMillan/McGraw-Hill South Carolina Science, p. 361.)

Materials: • 1 long nail (at least 8cm-10cm) or bolt (8cm-10cm)• insulted wire with ends stripped (120cm)• D cell battery• 20-25 paper clips• safety goggles• battery holder• metric ruler

Procedure:A. Wind the wire closely and tightly around the nail/bolt while leaving 10cm of wire free at both ends.B. Place the D cell battery in the battery holder.C. Attach the ends of the wire to the clips on the battery holder.D. Test your nail electromagnet by picking up the paper clip.Quadrant C


ResourcesText: MacMillan/McGraw-Hill South Carolina Science p. 323, 330-331, 360-375

Science Kits/Materials Boxes:FOSS Magnetism & Electricity

Other Resources:

Web Sites:


www.studyisland.comGT Extensions: Students research the physical science principles of how magnetism is related to electricity. Following the

research, the students use a Venn diagram to show that electromagnetism is the relationship between electric current and magnetic fields. Quadrant B

Assessment




Week of Nov. 5th - Nov. 9thNov. 5th Indicator4-5.10 Summarize the factors that affect the strength of an electromagnet.

Benchmark Nov. 5th – Nov. 16th


1. Essential - Make a T-Chart to compare the two results. Quadrant B

1st Electromagnet

2nd

Electromagnet

Resources

Text: MacMillan/McGraw-Hill South Carolina Science 323, 330-331, 360-375.

Assessment


Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Nov. 6th Indicator

Election Day (Holiday) Election Day (Holiday)Instructional Strategies

Election Day (Holiday)Resources

Election Day (Holiday)Assessment

Election Day (Holiday)

Week of Nov. 5th - Nov. 9th

Nov. 7th - Nov. 9th Indicator4-5.10 Summarize the factors that affect the strength of an electromagnet.

Benchmark Nov. 5th – Nov. 16th


2. Essential - Rebuild the electromagnet from Indicator 4-5.9. Quadrant B

3. Essential - Test the electromagnet by recording the number of paper clips it can pick up. Quadrant B

4. Essential - Rewind the wire more closely and tightly and with additional turns around the bolt or nail. Again test the electromagnet and record the number of paperclips it could pick up. Quadrant B

5. Essential - Compare results and discuss with the class. Quadrant B

*See 4th Grade Science Modules Lesson 4-1.3 on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496

ResourcesScience Kits/Materials Boxes:

Other Resources:ETV Streamline Video – SCSegment 3 – ElectromagnetsSegment 4 – Electricity from MagnetismSegment 8 - Electromagnetism

Web Sites:03/11/09 – School for Champions - http://school-for-champions.com/science/electromagnetism.htm

03/11/09 – BBC - http://www.bbc.co.uk/schools/ks2bitesize/science/activities/magnets_springs.shtml


www.studyisland.com

Assessment




http://bbc.co.uk/schools/ks2bitesize/science/activities/magnets_springs.shtml

http://school-for-champions.com/science/electromagnetism.htm


Week of Nov. 12th - Nov. 16thNov. 12th - Nov. 16th Indicator

4-5.6 Summarize the function of the components of complete circuits (including wire, switch, battery, and light bulb).

Instructional Strategies 1. Essential - Read and discuss MacMillan/McGraw Hill South Carolina Science, p. 323. Check for understanding using “Quick Check Strategies”. Quadrant B

2. Essential – Students create a chart/flip book of the symbols of a complete circuit. Include wire ( ), switch ( ), battery ( ), and bulb ( ).


Resources

Text:MacMillan/McGraw-Hill South Carolina Science, p. 323, 330-331.

Science Kits/Materials Boxes:STC Electric CircuitsFOSS Magnetism & Electricity

Other Resources:

Web Sites:03/11/09 - The Blobz Guide to Electric Circuits – http://www.andythelwell.com/blobz/

www.studyisland.com


Assessment




http://www.andythelwell.com/blobz/


Week of Nov. 19th - Nov. 23rdNov. 19th - Nov. 20th (2 days)Indicator4-5.5 Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat, and sound).


1. Essential - Students brainstorm what comes to mind when they think about “electrical energy.” Quadrant A

2. Essential - Define electrical energy. Quadrant A

3. Essential - List examples of things that use electrical energy to do work and discuss how that energy is changed into another form of energy – heat, light, or mechanical energy, i.e., toaster, iron, oven-heat energy; lamp, TV, flashlight-light energy; vacuum cleaner, fan, dishwasher. Quadrant A

4. Essential - Divide 12” x 18” construction paper into 3 sections by folding. Illustrate or cut pictures from magazines to depict electrical energy at work, letting each column represent how that energy is changed into another form (some items may need to overlap in more than one category-placed on the fold). Quadrant B

Heat Light Sound


Resources

Text:MacMillan/McGraw-Hill South Carolina Science, p.333-335

Science Kits/Materials Boxes:FOSS Magnetism & Electricity STC Electric Circuits Other Resources:

Web Sites:03/11/09 - Energy Information Administration Energy for Kids: Uses of Energy - http://www.eia.doe.gov/kids/energyfacts/uses/consumption.html

SC Science Standards Support Document at https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

www.studyisland.com



http://www.eia.doe.gov/kids/energyfacts/uses/consumption.html


Nov. 21st - Nov. 23rd Indicator

Thanksgiving (Holiday) Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)

Week of Nov. 26th - Nov. 30th

Nov. 26th - Nov. 30th Indicator

4-5.7 Illustrate the path of electric current in series and parallel circuits.


1. Essential - Read and discuss MacMillan/McGraw Hill South Carolina Science, pp. 324-325. Quadrant A

2. Essential - Students complete “Make a Series Circuit” quick lab, MacMillan/McGraw Hill South Carolina Science, p. 325. Quadrant B

3. Essential - Read and discuss MacMillan/McGraw Hill South Carolina Science, pp. 326-327. Quadrant A

4. Essential - Students complete “Make a Parallel Circuit” quick lab, MacMillan/McGraw Hill South Carolina Science, p. 326-327. Quadrant B

5. Essential - Bring in a string of older series style holiday lights. Remove one bulb. Students observe what happens and draw conclusions about what type the circuit is. Quadrant A

6. Enrichment - Invite an electrician to class to speak about electricity and how we use it in our daily life. Include dangers and safety procedures. Quadrant A

7. Enrichment - Students complete “How do many loads affect electric current in a circuit?” activity, MacMillan/McGraw Hill South Carolina Science, pp. 330-331. Quadrant B

8. Enrichment - Guided Inquiry – complete “How do many power sources affect electric current in a circuit” activity, MacMillan/McGraw Hill South Carolina Science, p. 331. Quadrant D


Resources

Text:MacMillan/McGraw-Hill South Carolina Science, p.324-327

Science Kits/Materials Boxes:STC Electric Circuits

Other Resources:

Web Sites:03/11/09 - The Blobz Guide to Electric Circuits http://www.andythelwell.com/blobz/


www.studyisland.com

Assessment


Week of Dec. 3rd - Dec. 7th




Dec. 3rd - Dec. 7th Indicator4-5.8 Classify materials as either conductors or insulators of electricity.


1. Essential - Read and discuss MacMillan/McGraw Hill South Carolina Science, p. 316. Quadrant A

2. Essential - Build a circuit and then test a variety of classroom objects for conductivity. Record findings in a T-chart (conductor/insulator). Quadrant B


Resources

Text: MacMillan/McGraw-Hill South Carolina Science, p. 316

Science Kits/Materials Boxes:STC Electric Circuits

Other Resources:

Web Sites:03/11/09 - 6th Grade Treasure Trove: Electrical Energy - http://www.karensclassroom.com/treasuretrove/gradesix/electricity1.htm

03/11/09 - The Blobz Guide to Electric Circuits - http://www.andythelwell.com/blobz/

GT Extensions:1. Students work in pairs to predict which of twenty common items will be conductors or insulators of electricity. They will use a variety of resource materials and teacher approved websites to check the accuracy of their predictions. Quadrant D

2. Students interview the manager of a building supply company to determine the types of materials that are used most frequently in wiring commercial and residential buildings. They design a list of interview questions or topics that they need explained and ask to see specific examples of the materials. Findings are synthesized into a PowerPoint presentation for the class. Quadrant D


Week of Dec. 10th - Dec. 14thDec. 10th - Dec. 14th


http://www.karensclassroom.com/treasuretrove/gradesix/electricity1.htm


Indicator

Review/Re-teach/Assess


Resources


Week of Dec. 17th - Jan. 4thDec. 17th - Jan. 2nd

Indicator

Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter Break

Jan. 3rd - Jan. 4th

Indicator Life4-2.1 Classify organisms into major groups (including plants or animals, flowering or nonflowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals] or invertebrates) according to their physical characteristics.


1. Essential - Show pictures of plants and animals. Students classify them into major groups. Quadrant C

2. Essential – Students use dichotomous key to classify a list of animals provide by the teacher.





inter BreakWeek of Jan. 7th - Jan. 11thJan. 7th - Jan. 11th


Indicator

4-2.1 Classify organisms into major groups (including plants or animals, flowering or nonflowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals] or invertebrates) according to their physical characteristics.

Instructional Strategies 1. Essential - Show pictures of plants and animals. Students classify them into major groups. Quadrant C

2. Essential – Students use dichotomous key to classify a list of animals provide by the teacher.


ResourcesText: MacMillan/McGraw-Hill South Carolina Science, pp. 64, 78-84, 90-94.

Science Kits/Materials Boxes:STC Animal Studies

Other Resources:

Web Sites:03/11/09 - Classification game http://www.apples4theteacher.com/hangman.html


www.studyisland.com

GT Extensions: Make biome balls. Provide 8 construction paper circles (approx. 10 in. diameter) to each student or to each group

of 4 students. Have students write facts about each biome and draw pictures to illustrate animals and plants, one circle for each biome. One circle may be done as each biome is covered in class, or all may be completed as a culminating project. Assemble the circles to make a fan-out ball. Fold each circle in half with the written material facing the inside. With folds toward the center, glue the backs of one semi-circle to another. Continue adding one circle then join the last two halves to form a sphere. The written materials should be exposed within each section of the sphere. Quadrant D

Students use the internet and multiple gardening books and catalogs to identify flowering plants as perennials, biennials or annuals and if they are shade or sun lovers. Using a color wheel to determine complimentary colors and seed catalogs to determine the height of plants, they design both a shade garden and a full sun garden. Quadrant D

Students create a matching game of 20 unusual animals and 20 unusual habitats. Quadrant C

Assessment



http://www.apples4theteacher.com/hangman.html


Week of Jan. 14th - Jan. 18thJan. 14th - Jan. 17th Indicator

4-2.4 Distinguish between the characteristics of an organism that are inherited and those that are acquired over time.

Win BreakInstructional Strategies

1. Essential - Discuss and identify ways animals behave instinctively to meet their needs (e.g., nest-building, caring for young, migrating, hibernating). Compare these behaviors to behaviors that are not instinctive. Quadrant A

2. Enrichment - Students illustrate, find pictures of, or act out various animals engaged in some form of activity. Classmates interpret the behavior the animal is engaged in. Tell whether the behavior is learned or instinctual using a graphic organizer. Quadrant B

3. Enrichment - Research specific animals to identify their instinctual vs. learned behaviors (e.g., chimps learn to communicate; tiger cubs learn to hunt by watching mother). Discuss behaviors that may be instinctual or learned based on circumstance. (e.g., dog barking at a stranger vs. dog barking after it is trained to “speak” on command). Quadrant C


ResourcesText:MacMillan/McGraw-Hill South Carolina Science, p. 106


Other Resources:

Web Sites:03/11/09 - Academy of Curricular Exchange, “Eat and Run” -http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci179.html

03/11/09 - Academy of Curricular Exchange, “Categorizing Animals” - http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci062.html

03/11/09 - Academy of Curricular Exchange, “Animal Round Game” - http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci158.html 03/11/09 - Animal Scavenger Hunt - http://www.teachers.net 03/11/09 - Amphibians and Reptiles - http://www.teachers.net SC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

www.studyisland.com

GT Extensions: Students design, conduct and compile a survey to determine the eye color of the fourth grade population in their

school. They report findings of the numbers of students with specific eye color and determine the frequency of the color as it appeared in the population. They conduct research on the genetic combinations required to produce certain eye color and report their findings in a PowerPoint presentation. Quadrant D

Students conduct research of the question, “Humans have five fingers on each hand. Why?” Quadrant DAssessment


http://www.teachers.net/


http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci158.html




Winter Break

Jan. 18thIndicator

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Jan. 21st - Jan. 25thJan. 21st - Jan. 22ndIndicator

Martin Luther King Jr. Day (Holiday) Professional Development/Workday


Martin Luther King Jr. Day (Holiday)Professional Development/Workday

ResourcesMartin Luther King Jr. Day (Holiday)Professional Development/Workday

AssessmentMartin Luther King Jr. Day (Holiday)Professional Development/Workday

Jan. 23rd - Jan. 25th Indicator4-2.3 Explain how humans and other animals use their senses and sensory organs to detect signals from the

environment and how their behaviors are influenced by these signals.

Instructional Strategies 1. Essential - Initiate discussion with questioning: “How is the placement of the human eye different from that of most other animals?” (i.e. a fish’s eyes.) Why are the differences helpful? Discuss a bat’s radar system, the otter’s whiskers, a cat’s whiskers and their sensory function. What sensory organs do humans have and how do they compare with animal’s sensory organs? Quadrant C

2. Essential - Students analyze some species of wild animals and how they locate their prey with their sense organs. Analyze ways animals sense approaching danger; as well as, ways they signal others. Quadrant A

3. Enrichment - For light cue place one plant under the sink, one plant on the windowsill and cover a third plant with a box leaving a cutout space on one side for plant to grow toward light. Compare their appearance after a week. Analyze how this is an adaptation for the plant’s survival. For a temperature cue, place a plant in a cool place and another in a warm place. Observe and compare differences. For a precipitation cue, vary the amounts of water you give two plants. Observe and record the changes. For gravitropism, sprout seeds and observe the growth and direction of their roots. Make a bar graph or chart comparing the growth of each plant. Quadrant A

4. Enrichment - Students complete “What makes an earthworm an animal?” activity, MacMillan/McGraw-Hill South Carolina Science, p. 77. Quadrant B

5. Enrichment - Make a touch box for students to feel objects for identification purposes. Have a taste party for students. Analyze how our sensory organs help us get along in our world. What would it be like without our sensory organs? Blindfold a student and let him or her rely on other senses to detect external cues and develop an appreciation for the notion of compensation. Quadrant B

6. Enrichment - Do activity “Are You My Mother?” Give five individual scents to five students (Mothers) as a scented cotton ball in a film container. Give five other students (Babies) scented cotton balls and have them find their ‘mothers’. Quadrant B

7. Essential - Initiate discussion with questioning: “How do you know that your pet is hungry or thirsty?” “What happens to you when you smell popcorn popping or cookies baking?” “After you eat popcorn, what do you feel?” Ask, “What kinds of signs do animals give that reveal they are hungry or thirsty?” Quadrant A

8. Enrichment - Experiment to see if an earthworm prefers light or dark. Quadrant B



ResourcesText: MacMillan/McGraw-Hill South Carolina Science, 138-145


Web Sites:03/11/09 - Hibernation - http://www.sciencemadesimple.com/animals.html


www.studyisland.com

GT Extensions: Students conduct research on the fight or flight response common to all animals and humans. They create a

PowerPoint presentation to illustrate their findings. Quadrant D Students select one animal from each of the major habitats in South Carolina and conduct research on how these

animals influence and are influenced by their environment. Quadrant C Students investigate the question, “Why do you think that animals are more attuned to dangers in the environment

than humans?” Quadrant C

Assessment



http://www.sciencemadesimple.com/animals.html

Week of Jan. 28th - Feb. 1stJan. 28th - Feb. 1st Indicator4-2.2 Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain

forests, deserts and the polar regions) influence the variety of organisms in each. BreakInstructional Strategies 1. Essential - Using AIMS Critters “Animal Antics” (posters and pictures). Divide class into 5 groups. Give each group an assortment of plants and animals. Each group places their plants and animals on the appropriate poster. Then discuss as a class the organisms and their environments. Quadrant A

2. Essential - Students research a particular plant or animal to find out in which distinct environment it lives and how it is suited to living there. Quadrant C

3. Essential - Create a diorama or poster depicting a distinct environment including appropriate plants and animals (vertebrate and invertebrate) as well as geographical feature. Quadrant D

4. Essential - Make a flipbook illustrating animals and plants for each region. Quadrant B

5. Enrichment - Research plants and animal to identify their habitat and how the habitat meets their needs. Quadrant C

6. Enrichment - Tell students to choose a distinct environment that interests them, such as the desert or ocean, and give a brief presentation that includes details about the plants, animals, and non-living components that are common in this type of environment. Sample Classroom Activity Quadrant A

7. Essential - AIMS Exploring Environments – use poster backdrops, cut out plants and animals from “Living Things” section:

Rivers pp. 37-42Desert – pp. 110-114Polar Region – pp. 154-158

8. Students draw plants and animals for swamps and tropical rainforests.Quadrant C

9. Essential - Complete “What Do I Know?” activity, AIMS Exploring Environments, p. 14. Using the chart from Science Support Guide for information, show a blank chart on the overhead/whiteboard/SMART Board and complete as a class.

10. Discuss types of plants and animals in each environment and why that animal or plant can live there. Quadrant A

11. Essential - Divide students into groups and have each group select a distinct environment (AIMS Exploring Environments, p. 15). Students use the library and internet to take notes and prepare presentations of their distinct environment, recording their information on the data sheet, AIMS Exploring Environments, p. 18. Quadrant C

12. Essential - Groups present information from their distinct environment to the class. Students make a journal entry on what was learned from each biome presentations, AIMS Exploring Environments, p. 16. Quadrant B


Winter Break

Swamps Rivers & Streams Tropical Rainforest Deserts Polar Regions

TemperaturesWater

Plant LifeOrganisms


Resources

Text: MacMillan/McGraw-Hill South Carolina Science, pp.116-119, 128-137


Literature Links

Other Resources:AIMS CrittersAIMS Exploring Environments

Web Sites:Habitats and Biomes

03/11/09 - http://www.blueplanetbiomes.org

03/11/09 - http://www.geocities.com/biomewebquest/

Organisms and Their Biomes03/11/09 - http://www.uen.org/

03/11/09 - http://www.fw.vt.edu/dendro/forsite/key/intro.htm

03/11/09 -http://www.state.sc.us/forest/reftree.htm

SC Science Standards Support Document at https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

www.studyisland.com

GT Extensions: Tour the school’s campus and identify habitats of organisms. After returning to the classroom, compare and

contrast the niches of the observed organisms and the survival of the organisms in that niche. Quadrant C Students, working in small groups, research and explore the adaptations of a particular fish to its aquatic

ecosystem. Areas to research may include: size, shape, color, cold vs. warm blooded, defense mechanisms, fresh vs. salt water, skeletal structure, camouflage, swim bladder, respiratory system, reproduction method.

Quadrant D Students investigate the types of fish that are most readily adapted to fresh water ponds which are incorporated

frequently in home landscape plans. They present their findings to the class including the aesthetic attributes of the fish, its habitats and needs and longevity. Visuals should be used during the presentation of results. Quadrant D

Students investigate the importance of the rain forest areas of the world to the ecological balance of the environment. They design a mural depicting the rain forest areas, the physical characteristics, the wildlife, flora and fauna of the area. They determine the adaptations humans must make in housing, clothing, travel, health and safety, etc when living in rain forest areas. Quadrant D

Students, working in small groups, research and explore the adaptations of a particular fish to its aquatic ecosystem. Areas of research may include: size, shape, color, cold vs. warm blooded, defense mechanism, fresh vs. salt water, skeletal structure, camouflage, swim bladder, respiratory system, reproduction methods, etc. Quadrant C

Students tour the school’s grounds and identify habitats of organisms they observe. After returning to the classroom, the students compare and contrast the niches of the observed organisms and the survival of the organisms in that niche. Quadrant D

A houseplant on a window sill grows towards the light. Students research and report on the cellular mechanism that results in phototropism. The students then demonstrate this response to light with plant seedlings. Quadrant C

Students design experiments to show: how light, heat and water affect plants. Students change only one variable at a time. Quadrant C

inter BreakAssessment


http://www.state.sc.us/forest/reftree.htm

http://www.fw.vt.edu/dendro/forsite/key/intro.htm

http://www.uen.org/

http://www.geocities.com/biomewebquest/

http://www.blueplanetbiomes.org/


Winter Break

Week of Feb. 4th - Feb. 8thFeb. 4th - Feb. 8th Indicator

4-2.5 Explain how an organism’s patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment).


1. Essential – Students complete “Polar Bears in Phoenix?” activity, Project WILD K-12 Curriculum & Activity Guide, pp. 125-127. Quadrant D

2. Essential – Students complete “How can a change to an ecosystem affect living things?” activity, MacMillan/McGraw-Hill South Carolina Science, p. 157. Quadrant B


Resources

Text: MacMillan/McGraw-Hill South Carolina Science


Other Resources:Project WILD K-12 Curriculum & Activity Guide “Polar Bears in Phoenix?”, 125-127

Web Sites:SC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

www.studyisland.com

GT Extensions: Design an aquarium for the classroom. Have compatible fish in the aquarium. Observe the fish’s behavior.

Compare swimming, feeding, interaction with other fish, and responses to danger. Quadrant D A house plant on a window sill grows towards light. Students research and report on the cellular mechanism that

results in phototropism. The students then demonstrate this response to light with plant seedlings. Quadrant C Students design experiments to show how light, heat and water affect plants. Each variable is addressed in its

own experiment. Quadrant C

Assessment




Week of Feb. 11th - Feb. 15thFeb. 11th - Feb. 15th Indicator

4-2.6 Explain how organisms cause changes in their environment.

Winter BreakInstructional Strategies 1. Essential - Research to find out about the destruction of rainforests: causes and effects. Quadrant C

2. Essential- Direct students to make a list of different changes that organisms cause in the environment, such as plants adding more oxygen to the air or prairie dogs digging holes in the soil. They are to label each item as “helpful” or “harmful” to the environment. They should include the changes that humans make. Sample Classroom Activity Quadrant A

3. Essential – Discuss the effects of kudzu to an environment. Quadrant B


4. Enrichment - Birds: Make a bird feeder from a clean, empty plastic bottle, or pine cone rolled in peanut butter.A. Place the bird feeder outside the classroom window.B. Observe the feeder for 5-7 days.C. Keep a record of the kinds of birds that feed there.D. Observe what happens to the seeds that drop from the feeder.E. Students infer what happens to the seeds that the birds drop from their beaks while flying.F. What else do birds eat?G. How does this help the environment? Quadrant B

5. Enrichment - Research ancient plagues of locusts.A. Obtain large grasshopper specimens from a biological supply and observe chewing mouth parts, wings,

legs, etc.B. Research to find out when and why locusts travel in this manner.C. List effects of locust swarms (e.g., destroy millions of dollars worth of crops, shut out sunlight, interfere with

train, plane, and automobile travel.)D. Research to find out what scientists and farmers are doing to fight locusts.E. Research red tides: their purpose, function.F. List effects on sea life (extensive fish kills, contaminate shellfish) and humans (severe respiratory irritation).

Quadrant C

6. Enrichment - Look for evidence of waste and pollution around school, home, and in the community. Quadrant A

7. Enrichment - Brainstorm ways to reduce waste/pollution (e.g., use less packaging: choose large carton of orange juice). Quadrant A

8. Enrichment - Make a poster or write an essay to promote conservation. Quadrant A

9. Enrichment - Student collect trash at school in a trash bag for 3 days (except food scraps) to develop an awareness of the amount of waste humans produce and look for ways they could have reduced waste. Weigh bags and get a “class total weight”. Quadrant B

10. Enrichment - Brainstorm what needs are required in greater amounts as a population grows: more crops, more goods, more building materials, etc. Use a graphic organizer to list ways human population growth damages the environment in each area above. Quadrant B11. Enrichment - Bees: Discuss the importance of honeybees to fruit growers, i.e. pollination. Quadrant A

12. Enrichment - Earthworms: Display a large plastic container filled with dirt which has an earthworm in it.A. Discuss what makes a good garden.B. Students predict/infer what earthworms do for the soil. Quadrant B

Winter Break


ResourcesText: MacMillan/McGraw-Hill South Carolina Science, p.158-171


Other Resources:

Web Sites:03/11/09 - Overpopulation, teacher background – http://en.wikipedia.org/wiki/Overpopulation

03/11/09 - Utah Educational Network - http://www.uen.org/Curriculum Resources, Lesson Plans, Third Grade, Science, “Something Old, Something New”“Wise or Unwise”“What is a Decomposer?”

03/11/09 - Elementary, Science, “Wildlife and Pollution” – http://www.teachers.net

04/03/09 - Academy of Science Curricular Exchange, “Bean and Baleen” http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci191.html


www.studyisland.com

GT Extensions: Students research a living organism and how it harms the environment. Students report their findings in a

medium of their choice. Quadrant C Worms eat our school’s garbage. Students research and construct a system referred to as vermicomposting; to

include: physical structure, biological organisms, controlled environment, maintenance procedures, production procedures and experiments with the compost increasing garden yields. Quadrant C

Students research the bat or any mammal and how they benefit the environment. Students report their findings in a medium of their choice. Quadrant C

Students conduct research and prepare oral/written reports on the fire ant, including: origin, migration, personal dangers, harm to the environment, pesticide development. Quadrant C

Through a research study, students, working in small groups, report on ways man and agricultural technology have influenced the physical environment of our ecosystems and make recommendations to correct these negative impacts. (ex. water pollution, air pollution, soil contamination, decrease in natural resources) Quadrant D

A proposed housing development has been announced for a local Anderson community. Students, after studying the area to determine the impact the hypothetical project might have on aquatic and terrestrial ecosystems, prepare an environmental impact statement for the project. Quadrant D

Students investigate the effects of the migration of refugees from New Orleans into the already overcrowded infrastructure of Baton Rouge. They determine the impact this migration has on the aquatic and terrestrial ecosystems of the area. Then develop a pictorial history, using technology and present their predictions and proposed solutions to a real audience. Quadrant D



Winter Break




http://www.uen.org/

http://en.wikipedia.org/wiki/Overpopulation

Week of Feb. 18th - Feb. 22ndFeb. 18th

Indicator President's Day (Holiday)


President's Day (Holiday)Resources

President's Day (Holiday)Assessment

President's Day (Holiday)

Feb. 19th - Feb. 22nd (4 days)Indicator Solar System

4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun.


1. Essential - Show students a diagram of the planets Quadrant A2. Essential - Class discusses the order and number of planets. Teach students the following mnemonic:

My................. MarsVery.............. VenusEnergetic...... EarthMother.......... MercuryJust............... JupiterServed.......... SaturnUs................. UranusNachos......... Neptune

4-1.1 Classify observations as either quantitative or qualitative. Quadrant A

3. Essential - Ask students to compare the properties and locations of two planets in the Solar System to Earth. Sample Classroom Activity Quadrant A

4. Enrichment - Ask a group of individuals to complete planet projects. Require the students to research and then create a show board, poster, model or PowerPoint presentation. During class time ask each to share information with the class. Quadrant C

5. Enrichment – “Planetary Facts” from the AIMS publication Out of This World. This activity is an extension of the Venn diagram activity in “Can You Planet” that was used in procedure 4F of this unit. Quadrant B

6. Enrichment - For a PE or extended recess lesson, use “Galactic Games” found in the AIMS publication Out of This World. This activity consists of four challenges that would simulate jumping, throwing and leaping on other planets. It also contains integrated math (averaging a set of three numbers). Quadrant C

7. Enrichment – Students complete Arts Integration Lesson 4-33 “Sky Patterns” (located in the Arts Integration section of curriculum). Quadrant A

Resources

Text: MacMillan/McGraw-Hill South Carolina Science 206-217

Science Kits/Materials Boxes:Insights: Sun, Earth, & MoonOther Resources:AIMS Out of This World


Web Sites:


www.studyisland.com



Week of Feb. 25th - Mar. 1stFeb. 25th - Mar. 1st Indicator

4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon. 4-3.3 Explain how the Sun affects Earth.

Winter kInstructional Strategies 4-3.2

1. Essential – Create a Venn diagram to compare the location and properties of Earth, Sun, and Moon. Quadrant A

2. Essential – Students create “clue cards” to identify objects by their descriptions. Use facts from science notebook or Science Support Document. Quadrant A

4-3.3

1. Essential - Students design an experiment to show how the sun causes evaporation and relate this to the water cycle. 4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained). Quadrant D

2. Essential - Set up three cups of different types of soil. Place a thermometer at the same depth in each cup. Record the temperature after a designated period of time. Examples of soil types include clay, humus and sand. Create a bar graph to illustrate differences in temperature. 4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained). Quadrant B


Text: MacMillan/McGraw-Hill South Carolina Science 190, 196-197

Science Kits/Materials Boxes:Insights: Sun, Earth, & MoonOther Resources:


Web Sites:03/11/09 – Windows to the Universe - Our Planet – http://www.windows.ucar.edu/tour/link=/earth/earth.html

03/11/09 - A Tour of the Solar System - http://www.seasky.org/solarsystem/sky3.html


www.studyisland.com

Text: MacMillan/McGraw-Hill South Carolina Science 188-189, 192

Science Kits/Materials Boxes:Insights: Sun, Earth, & MoonOther Resources:GEMS, Earth, Moon, Stars



http://www.seasky.org/solarsystem/sky3.html

http://www.windows.ucar.edu/tour/link=/earth/earth.html

Web Sites:03/11/09 – Space Environmental Center Sun pictures and info – http://www.sec.noaa.gov/primer/primer.html

03/11/09 – Windows to the Universe - http://www.windows.ucar.edu/windows.html


www.studyisland.com



Winter Break


http://www.windows.ucar.edu/windows.html

http://www.sec.noaa.gov/primer/primer.html

Week of Mar. 4th - Mar. 8thMar. 4th - Mar. 8th Indicator

4-3.4 Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.


1. Essential - Prior KnowledgeA. Display a globeB. Point to United States and Chile.C. When it’s winter in the U.S., what season is it in Chile? (summer)4-1.4 Distinguish among observations, predictions, and inferences. Quadrant A

2. Essential - Revolution ActivityA. Use a pencil and a plastic-form ball model of Earth on its axis.B. Use a flashlight to represent the Sun.C. Students use the model to show the position of the North and South Poles as Earth revolves around the

Sun.D. Students infer why seasons occur.4-1.4 Distinguish among observations, predictions, and inferences. Quadrant B

Resources

Text: MacMillan/McGraw-Hill South Carolina Science 184-187



Web Sites:03/11/09 – Windows to the Universe - Our Planet – http://www.windows.ucar.edu

03/11/09 – BBC: The Seasons and What Causes Them - http://www.bbc.co.uk/science/space/solarsystem/earth/solsticescience.shtml


www.studyisland.com

Assessment


Benchmark #3 Testing Window: Mar. 4th - Mar. 15th


http://www.bbc.co.uk/science/space/solarsystem/earth/solsticescience.shtml

http://www.windows.ucar.edu/

Week of Mar. 11th - Mar. 15thMar. 11th - Mar. 15th Indicator4-3.5 Explain how the rotation of Earth results in day and night.

Winter BreakInstructional Strategies 1. Essential – Complete Lesson 5 “What Makes Day and Night? The Earth’s Rotation”, www.eyeonthesky.org/lessonplans/05sun_daynight.html Quadrant B


Text: MacMillan/McGraw-Hill South Carolina Science 184



Web Sites:03/11/09 – Windows to the Universe - http://www.windows.ucar.edu/windows.html

03/11/09 – U.S. Naval Observatory Complete Sun and Moon Data for One Day - http://aa.usno.navy.mil/data/docs/RS_OneDay.html

03/20/09 – Project First - www.eyeonthesky.org/lessonplans/05sun_daynight.html


www.studyisland.com



Benchmark #3 Testing Window: Mar. 4th - Mar. 15th


http://aa.usno.navy.mil/data/docs/RS_OneDay.html

http://www.windows.ucar.edu/windows.html

http://www.eyeonthesky.org/lessonplans/05sun_daynight.html

Week of Mar. 18th - Mar. 22ndMar. 18th - Mar. 22nd Indicator4-3.6 Illustrate the phases of the Moon and the Moon’s effect on ocean tides.

Winter BreakInstructional Strategies 1. Essential - Make a model:

A. Place a flashlight on an empty table.B. One student stands about 6ft from the flashlight, holding a basketball at waist height. C. Another student holds a baseball, just above waist height, with arm straight out in front.D. The student with the baseball walks slowly around student with basketball, holding the baseball so the

flashlight shines on it. (flashlight=Sun, basketball-Earth, baseball=Moon)Quadrant B

2. Essential - Use moon pies or Oreos. Allow students to eat away the cookie to illustrate the phases of the moon. Quadrant B

3. Essential - Students should be able to relate the movement of the oceans’ tides to a tug of war between the earth and the moon. Divide class into two groups: earth and moon. Students have a tug-of-war between the earth and moon. Quadrant B

4. Enrichment - Optional: Use your SMARTboard/Dukane to view the clips on Ocean Tides from the United Streaming website. Quadrant A

Winter BreakResourcesText: MacMillan/McGraw-Hill South Carolina Science 194-204



Web Sites:United Streaming Video – http://streaming.discoveryeducation.com/index.cfm Ocean TidesOceans & Tides

03/11/09 – Harcourt Education - Moon Phases – http://www.harcourtschool.com/activity/moon_phases/

03/11/09 – Merlin Science Academy of Astronomy - The Moon's Motion - http://www.synapses.co.uk/astro/moon1.html

03/11/09 – Star Date Online - http://stardate.org/nightsky/moon/

03/11/09 – Fear of Physics “What Causes Phases of the Moon” - http://www.fearophysics.com/SunMoon/phases.html

03/11/09 – On Hiatus: Lunar Information - The Moon - http://www.onhiatus.com/Moon.html

03/11/09 – Explanation of high tide and low tide -http://oncampus.richmond.edu/academics/education/projects/webunits/cycles/tides.html.


www.studyisland.com

Winter Break


http://www.onhiatus.com/Moon.html

http://www.fearophysics.com/SunMoon/phases.html

http://stardate.org/nightsky/moon/

http://www.synapses.co.uk/astro/moon1.html

http://www.harcourtschool.com/activity/moon_phases/

http://www.unitedstreaming.com/

AssessmentWinter B

PPASS TESTING (WRITING) MARCH 19-26, 2012

Week of Mar. 25th - Mar. 29thMar. 25th - Mar. 28th Indicator4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky.4-3.8 Recognize the purpose of telescopes.

Winter BreakInstructional Strategies 1. Essential - Each student picks a shadow for a day. It can be his or her own or one cast by an inanimate object such as a pencil inserted in the ground. The student measures and records the shadow’s length and width three times during the day. Quadrant B

2. Essential - Ask and discuss these questions:A. How are shadows alike?B. How are shadows different?C. What causes shadows?D. How does your shadow change from one time of the day to another?E. Why does the shadow change?F. Do you think all of the shadows change the same amount throughout the day?4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. Quadrant A

3. Essential - Pair students. Tell them, “With the help of a partner, trace your shadow in chalk outside. Also trace your feet exactly where you are standing. Later in the day, stand in the exact same spot and have your partner trace your shadow again. What has happened to your shadow? How do you explain this?” Sample Classroom Activity Quadrant A

GT Extensions: Working with a partner, students outline their shadows on mural paper at prescribed times during the day to

illustrate the changes in length of shadows in relationship to the position of the Sun. Each pair of students assumes pre-assigned schoolyard positions for this experiment.

Quadrant D As a year-long investigation students analyze the amount of full sun each section of the school yard receives

during the school day over the 36 week period they are in attendance. They see the connections between appropriate placement of plant life and sun and design a plan for landscaping areas based on sunlight or shade. Quadrant D


www.studyisland.com

4-3.8

1. Essential - Invite a guest astronomer to bring telescope(s) for a night time class observation at a school. Quadrant A

2. Essential - Using the websites provided, begin a discussion about telescopes and how they work and parts of the telescope. Quadrant A

3. Essential - If a telescope is available show it to the class and discuss. Quadrant Ainter


GT Extensions: Take a field trip to Roper Mountain Science Center’s observatory. 4-1.2 Use appropriate instruments and

tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations. Quadrant A

Students investigate the invention of the telescope and its potential for use. They research the life and the many accomplishments of the inventor. Finding may be presented in a medium of the student’s choice. Quadrant D

Students explore in depth the question, “What is the role of innovation in our world and why is innovation so important?” They investigate innovation and the role of inventors in all of the disciplines. Quadrant D

Resources

Text: MacMillan/McGraw-Hill South Carolina Science 185


Other Resources:


Web Sites:03/20/09 - Making a Sundial - http://www.eyeonthesky.org/lessonplans/14sun_sundials.html

03/11/09 – University of Northern Iowa Earth Science Department Length of Shadows Lesson - http://www.earth.uni.edu/EECP/elem/mod3_matact.html

Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496

www.studyisland.com



Winter Break

Mar. 29th

Indicator Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday


http://www.earth.uni.edu/EECP/elem/mod3_matact.html

http://www.eyeonthesky.org/lessonplans/14sun_sundials.html

Week of Apr. 1st - Apr. 12thApr. 1st - Apr. 5th Indicator Spring Break (Holiday)Instructional Strategies

Spring Break (Holiday)Resources

Spring Break (Holiday)Assessment

Spring Break (Holiday)

Apr. 8th - Apr. 12th Indicator

Standard 4-4: The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science)


Re-teach and Review indicators, especially those that students scored low on Benchmarks and weekly assessments.


PASS Coach


Winter Break

Week of Apr. 15th - Apr. 19thApr. 15th - Apr. 19th Indicator

Standard 4-5: The student will demonstrate an understanding of the properties of light and electricity. (Physical Science)



Resources

PASS Coach

Assessment

Week of Apr. 22nd - Apr. 26thApr. 22nd - Apr. 26th IndicatorStandard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow

organisms to survive in their own distinct environments. (Life Science)




PASS Coach


Winter Break

Week of Apr. 29th - May 3rdApr. 29th - May 3rd IndicatorStandard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in

the solar system. (Earth Science)

r Break

Winter BreakInstructional Strategies Re-teach and Review indicators, especially those that students scored low on Benchmarks and weekly assessments.


PASS Coach


Winter Break

Week of May 6th - May 10thMay 6th - May 10th IndicatorPASS TESTING

Winter Break

Winter BreakInstructional Strategies Re-teach and Review indicators, especially those that students scored low on Benchmarks and weekly assessments



Winter Break

Week of May 13th - May 17thMay 13th - May 17th

Indicator

PASS TESTING

Winter Break


Re-teach and Review indicators, especially those that students scored low on Benchmarks and weekly assessments



Winter Break

Week of May 20th - May 24thMay 20th - May 24th

Indicator

Review Standards, Prepare for the next grade level.

Winter Break




Winter Break

Week of May 27th - May 31stMay 27th - May 31st

IndicatorReview Standards, Prepare for the next grade level.




Winter Break

Week of Jun. 3rd - Jun. 7thJun. 3rd - Jun. 6th Indicator

Review Standards, Prepare for the next grade level.

BreakInstructional Strategies



Winter Break

Jun. 7th Indicator

Teacher WorkdayInstructional Strategies

Teacher WorkdayResources

Teacher WorkdayAssessment

Teacher Workday

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