Name__________________________________________________________________ 4th Grade - Grading Period 2 Overview Ohio's New Learning Standards Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful. (4.LS.1b) Fossils can be compared to one another and to present-day organisms according to their similarities and differences. (4.LS.2) The total amount of matter is conserved when it undergoes a change. (4.PS.1) Clear Learning Targets "I can " 1. ____ explain that some changes in an environment can be beneficial and some changes can be detrimental to different organisms in an ecosystem. 2. ____ observe and record factors in an environment. 3. ____ compare an ecosystem in Ohio from the past to the present. 4. ____ create a plan to benefit an endangered species in Ohio. 5. ____ evaluate a plan proposed to help an endangered species. 6. ____ explain how fossils are used to learn about organisms that no longer exist 7. ____ compare fossils to other fossils and living organisms to identify similarities and differences. 8. ____ design and carryout an experiment to discover how organisms can leave fossil evidence. 9. ____ infer possible facts about organisms and their environment based on observations of fossils or models of fossils. 10. ____ based on experimental experiences, explain that matter remains constant when it undergoes a change. 11. ____ explain that when an object is broken into smaller pieces, the total amount of matter remains constant. 12. ____ explain that when a solid is dissolved in a liquid, the total amount of matter remains constant. 13. ____ explain that when matter changes state (solid, liquid, gas), the total amount of matter remains constant. 14. ____explain that the sum of all of the parts in an object equals the mass of the object.
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Conservation of Matter Constant Dissolving Evaporation Experimental Evidence Gas Liquid Mass Matter Melting Phase Change Phases or States of Matter Property Solid Volume Weight
4th
Grade Science Unit:
The Good, The Bad, and the Beautiful, Ecosystems
Unit Snapshot
Topic: Earth's Living History
Grade Level: 4
Summary
Duration:
15 - thirty minute classes
Students will learn how changes in ecosystems can be beneficial or
detrimental to populations in the ecosystem. Students will also
investigate human participation in the changes.
(Consider getting whole school involved in the elaboration activity.
Possible STEM project.)
CLEAR LEARNING TARGETS
"I can"statements
____ explain that some changes in an environment can be beneficial and some
changes can be detrimental to different organisms in an ecosystem.
____ observe and record factors in an environment.
____ compare an ecosystem in Ohio from the past to the present.
____ create a plan to benefit an endangered species in Ohio.
____ evaluate a plan proposed to help an endangered species.
Activity Highlights and Suggested Timeframe
Engagement: Students play a card game. Cards describe something that is
Day 1-2
Day 3
Day 4-7
Days 8-13
Day 14
and on-going
Day 15
occurring in an ecosystem and students need to classify them as beneficial or detrimental. Following game, student will write letter/ email to ODNR or state parks
Exploration: Students tour and record area around school looking for habitats,
benefits, detriments and possible areas to be improved. Explanation: Ohio wildlife Timeline. Science text book: Elaboration: Design, present, and evaluate a plan to make an impact on the
environment. Evaluation: Formative and summative assessments are used to focus on and assess student knowledge, growth, and misconceptions throughout the unit. A teacher- created short cycle assessment will be administered at the end of the unit to assess all clear
learning targets.
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
1
LESSON PLANS
NEW LEARNING STANDARDS: 4.LS.1 Changes in an organism's environment are sometimes beneficial to its survival and
sometimes harmful. Ecosystems can change gradually or dramatically. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. An animal's patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment.
Content Elaboration: Ecosystems are based on interrelationships among and between biotic and abiotic factors. Ohio has experienced various weather patterns. Some parts of Ohio hosted glaciers and other parts of Ohio were submerged with water. Ecosystems can change rapidly (e.g., volcanoes, earthquakes, or fire) or very slowly (e.g., climate change). Major changes over a short period of time can have a significant impact on the ecosystem and the populations of plants and animals living there. The changes that occur in the plant and animal populations can impact access to resources for the remaining organisms, which may result in migration or
death. The fossil record provides evidence for changes in populations of species. Researching and investigating specific areas in Ohio (e.g., Cedar Bog, Lake Erie, Hocking Hills, Ceasar Creek, Kellys Island) via field studies, virtual field trips or other references must be used to explore the relationships between previous environments, changes that have occurred in the environments and the species that lived there. Note: Grade 4 ES focuses on changes to Earth's surface due to erosion, deposition of soil, rock sediment, flooding,
volcanoes and earthquakes that can be taught along with this content.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly
at an understandable pace. CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
STUDENT KNOWLEDGE: Prior Concepts Related to Behavior, Growth and Changes PreK-2: Plants and animals have variations in their physical traits that enable them to survive in a particular environment. Living things that once lived on Earth no longer exist, as their needs were not met. Living things have basic
needs, which are met by obtaining materials from the physical environment. Grade 3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. Future Application of Concepts Grades 6-8: Organisms that survive pass on their traits to future generations. Climate, rock record and geologic
periods are explored in Earth and Space Science. High School: The concepts of evolution are explored.
MATERIALS: Engage
Exit tickets Copy of cards
Explore Copies of record sheet for tour Optional: if you choose to do Investigate
o Marker o 4 jars with lids o Pond water o Dropper o Liquid fertilizer
Explain Ohio wildlife timeline poster Ohio timeline chart copies Exit tickets text books Copies of graphic organizer Internet and projector
Elaborate Copies of Benefit project checklist, guide sheets, rubric, exit tickets text book Poster paper and crayons or markers Computer access for students or other materials for their research
VOCABULARY:
Primary
Abiotic Beneficial Biotic Detrimental Ecosystem Fossil Record Migration Populations Resources
SAFETY
ADVANCED
PREPARATION
All lab safety rules, procedures, and precautions should be taken into consideration. Students should be aware of surroundings while outside and stay away from
traffic etc. If email is being used, teacher should send through her or his account so students are not emailing without supervision. Gather all needed supplies and materials for demonstrations/activities/investigations. Reserve computer lab or laptops for 3 days. You may want to decide ahead of time which species students can complete
their project on. You may want to arrange a more authentic audience for student
presentations. You may want to plan time to allow students to actually implement/ complete
their project ideas.
3
Objective: Students will identify interactions between factors in an ecosystem and determine if they cause a beneficial or detrimental effect. Students
will begin to think about environmental changes that happen in Ohio by writing letters and asking questions of
professionals in the field. What is the teacher doing? Card game (Day 1)
Teacher reminds students of past unit about environmental
changes. Pass out cards to students.
What are the students doing? Card game (Day 1)
1. Read card. 2. Look for other students in
group by finding those with cards that show an interaction.
ENGAGE (2 days)
(What will draw students into the learning? How will you determine
what your students already know about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the real world?)
Direct students to find their
group by looking for cause
and effect relationships. Direct students to determine if effects are beneficial or detrimental and share with
whole class. Pass out exit tickets
Write a Letter (Day 2) Show videos of students asking park officials questions about
the environment. Link. Let them know that they can ask questions too. Show video of turtles being
released. Link Introduce expectations for the letter and pass out paper for
draft. Provide possible recipient addresses. Monitor student
work.
3. Read cards in group and decide if the event had a beneficial or detrimental
effect. 4. Read cards aloud to
classmates and share answer.
5. Pay attention to other groups.
6. Complete exit ticket. Write a Letter (Day 2)
7. Watch video 8. Think about questions to ask. 9. Choose a topic and recipient. 10.
Write a letter about changing Ohio's ecosystems or an
endangered species.
EXPLORE
Objective: Students will use their powers of observation and inference to record
facts and ideas as they tour the outside school grounds. They will be looking for possible habitats and areas that could be improved for wildlife.
(1 day) (How will the concept be
developed? How is this relevant to
students' lives? What can be done
at this point to identify and address misconceptions?)
What is the teacher doing?
Tour School Yard (Day 3) Encouraging students to notice and imagine habitats and ideas for improving them.
Monitoring students so they are
safe outside of the classroom.
What are the students doing? Tour School Yard (Day 3)
1. Observing and recording what they see.
2. Sharing notes with classmates.
EXPLAIN (4 days)
(What products could the students develop and share?
How will students share what they have learned? What can be
done at this point to identify and
address misconceptions?)
Objective: Students will compare the wildlife of Ohio's past to the wildlife of Ohio's present. They will understand some of the reasons for these
changes and realize people can have a beneficial or detrimental impact.
They will also explain some of the differences that existed in our distant past. (Some of these ideas will be repeated in the upcoming fossil unit. Connections will also be made when students later study weathering and erosion in the 4th quarter.)
poster of the Ohio Wildlife Timeline. Ask them what they
notice. Show students online timeline. http://geosurvey.ohiodnr.gov/contacts-about-
us/about-the-division/timeline-of-survey
Guide students as they take
turns reading and discussing the map and information
provided. Help students choose which years and information to add to
their graphic organizer. Special Places in Ohio (Day 5)
Project the picture of Cedar Bog. Read the paragraph about it.
Ask if any students have ever
been there. Have students read about Clifton Gorge page 186 and
Wayne National in 5th grade
text. Visit the websites to see the pictures. (See teacher pages.) Have students complete exit
ticket. Textbook (Days 6-7)
Read Science text book Guide students as they complete graphic organizer.
What are the students doing? Timeline (Day 4)
1. Consider how the map has changed over time.
2. Pay attention and take turns reading and interpreting the
information presented in the
timeline. 3. Help class decide which years
to use. 4. Complete graphic organizer
and summary.
Special Places in Ohio (Day 5) 5. Pay attention to info about
Cedar Bog. Think about how it changes over time. Compare to
Clifton Gorge. 6. Read about Clifton Gorge and
Wayne National Forest 7. Complete exit ticket.
Textbook (Days 6-7) 8. Read science text
book 9. Complete Graphic Organizer.
Objective: Students will design a project that they can carry out that would be
a benefit to an endangered species. They will support their plan with research about the needs of an endangered species as well as evaluate the plan of another student. (Optional to have students carry out the project, but you will need more time.)
ELABORATE (6 days)
(How will the new knowledge be reinforced, transferred to new
and unique situations, or integrated with related
concepts?)
What is the teacher doing? Introduction (Day 8)
Ask students what they know
about endangered animals. Let
them know that their next assignment will be about
helping an endangered
species. Assist students in reading about the Karner blue butterfly Ask students if they think they
could do something like Blake.
What are the students doing? Introduction (Day 8)
1. Thinking about ways they can benefit a species.
Ecosystems are not a functioning whole, but simply a collection of organisms Varying the population size of a species may not affect an ecosystem, because some organisms are not important
COMMON
MISCONCEPTIONS
DIFFERENTIATION
ADDITIONAL
RESOURCES
Humans provide food for other organisms.
Strategies to address misconceptions: Refer back to food webs and remind students how important all the organisms are for
keeping the ecosystem balanced and healthy. Misconceptions can be addressed through the use of Discovery Ed video clips,
pictures/diagrams, simulations, as well as through the use of models. Lower-Level: Pair students with a carefully selected partner for reading or
writing activities. Provide research material for students. Break reading into small chunks. Allow students to work in groups. Limit number
of species choices.
Higher-Level: Allow students to access more websites to gather more information about species. Expect them to implement project or design a
school wide project.
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE
Textbook Resources: MacMillan Science (2010)
Websites: ODNR endangered species in Ohio http://www.dnr.state.oh.us/Home/wild_resourcessubhomepage/Resear
chandSurveys/OhioNaturalHeritageDatabase/rareplantsbycounty/tabi d/23654/Default.aspx ODNR wild life areas http://www.dnr.state.oh.us/Home/wild_resourcessubhomepage/Wildlife AreaMaps/tabid/19694/Default.aspx
Caesar Creek http://parks.ohiodnr.gov/caesarcreek Schoolyard habitat http://www.fws.gov/cno/conservation/schoolyard.cfm Why green matters
http://projectevergreen.com/pdf/EnvironmentalFactSheets.pdf Google earth http://www.google.com/earth/index.html backyard wild life habitat http://www.nrcs.usda.gov/wps/portal/nrcs/detail/national/newsroom/f eatures/?cid=nrcs143_023553 schoolyard wildlife habitat http://schoolgardens.org/wp- content/uploads/2012/09/Fact-Sheet.pdf endangered species http://www.fws.gov/midwest/endangered/lists/ohio-spp.html Caesar Creek field trip http://drydredgers.org/trip201005p1.htm ODNR bat info http://www.dnr.state.oh.us/Portals/9/pdf/pub370.pdf ODNR bat info http://www.dnr.state.oh.us/Home/species_a_to_z/SpeciesGuideIndex/i ndianabat/tabid/6662/Default.aspx More bat info http://www.fws.gov/midwest/endangered/mammals/index.html http://www.fws.gov/midwest/endangered/mammals/inba/inbafctsht.h tml trumpeter swan http://www.dnr.state.oh.us/Home/species_a_to_z/SpeciesGuideIndex/tr umpeterswan/tabid/6779/Default.aspx Karner blue butterfly http://www.fws.gov/midwest/endangered/insects/kbb/karnerbl.html Ohio History http://www.ohiohistorycentral.org/w/Welcome_To_Ohio_History_Central
Compare images of fossils with modern day similar organisms.
Complete graphic organizer. Exploration: Make a fossil model. Use the fossil kit. Try to identify fossils in fossil kit using trade books or websites/Reading Support Books.
Explanation: Fossil movie. http://app.discoveryeducation.com/search?Ntt=fossil+life+an+introduction Read text. Fossils and animals lab
LaBrea Tar Pits http://www.tarpits.org/la-brea-tar-pits/timeline virtual field trip Writing a friendly letter
Elaboration: Experiment with different materials to make fossil models. What
evolutionary changes occurred? Worksheet from movie.
Evaluation: Learning from fossil tracks Assessment guide page AG 29 Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to thermal energy transfer. A teacher-created short cycle assessment will be administered at the end of
the unit to assess all clear learning targets (Day 14). Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities. Students design a most valuable fossil baseball card for a fossil they research
NEW LEARNING STANDARDS: 4.LS.2 Fossils can be compared to one another and to present-day organisms according to
their similarities and differences. The concept of biodiversity is expanded to include different classification schemes based upon shared internal and external characteristics of organisms. Most types of organisms that have lived on Earth no
longer exist. Fossils provide a point of comparison between the types of organisms that lived long ago and those
existing today.
CONTENT ELABORATION: (as stated in Ohio's New Learning Standards for Science) Fossils provide evidence that many plant and animal species are extinct and that many species have changed over time. The types of fossils that are present provide evidence about the nature of the environment at that time. As the environment changed so did the types of organisms that could survive in that
environment. The opportunity to learn about an increasing variety of living organisms, both the familiar and the exotic, should be provided. The observations and descriptions of organisms should become more precise in identifying similarities and differences based upon observed structures. Emphasis can still be on external features;
however, finer detail than before should be included. Hand lenses and microscopes should be routinely used. Microscopes are used not to study cell structure but to begin exploring the world of organisms that cannot be seen by the unaided eye. Non-Linnaean classification systems should be developed that focus on gross
anatomy, behavior patterns, habitats and other features.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices
STUDENT KNOWLEDGE:
Prior Concepts Related to Behavior, Growth and Changes PreK-2: Plants and animals have variations in their physical traits that enable them to survive in a particular environment. Living things that once lived on Earth no longer exist, as their needs were not met. Living things have basic
needs, which are met by obtaining materials from the physical environment. Grade 3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. Future Application of Concepts Grades 6-8: Diversity of species will be explored in greater detail. The study of Modern Cell Theory and rock formation is
required (Earth and Space Science). High School: The concepts of evolution and cell biology are explored.
2
MATERIALS: Engage
Pictures- copies of 2 examples for each group Projector Graphic organizers
Explore Lab manual work sheets LM 64 Seashells or other objects such as twigs Petroleum jelly Small plastic bowl (consider using recycled materials) Modeling clay Glue Fossil kit Graphic organizers Variety of fossil books from library (optional) Exit tickets
Explain Discovery education movie http://app.discoveryeducation.com/search? Ntt=fossil+life+an+introduction Exit tickets Text book Worksheets from ancillaries
o RS31 and 34-36 LM 66,67 Shell fossil from fossil kit Modern day shell Picture of elephant and wooly mammoth from teacher resource TR page 53 cards #56,57
Elaborate Soil (not potting mix, seed starter, or compost) Leaves (or other soft organism parts)
Twigs, seeds or other hard plant parts Cups or bowls(search recycle bins) Water Spoons or knives to stir and smooth mud
All lab safety rules, procedures, and precautions should be taken into consideration Students wash hands after handling glue, clay, soil, fossils, etc
Remind student to not eat clay, glue, or fossils.
Gather all needed supplies and materials for demonstrations/activities/investigations. Consider borrowing books from library about fossils. Consider planning field trip to look for fossils!
Watch video ahead of time. It provides a lot of background
information. Try the leaf fossil experiment to understand the idea.
Students may have the misconception that if organisms look alike, then they automatically had the same evolutionary past. There are several chances to point out
the misconception throughout the lesson. 1. Ammonite and cuttlefish- Engage
COMMON
MISCONCEPTIONS
DIFFERENTIATION
ADDITIONAL
RESOURCES
2. Yesterday's camel (closer to llama than modern day camel.)-Explain 3. Cow like animal and whale- elaborate
Strategies to address misconceptions: Misconceptions can be addressed through the use of www.discoveryeducation.com video clips, pictures/diagrams, simulations, as well as through the use of models. Lower-Level: Consider allowing students to work with a partner for reading
activities. Break reading into chunks such as jig saw to limit the amount
of reading each student must do.
Higher-Level: Challenge students to do more independent preparation for the elaborate section and bring in their own ideas or materials for making models of different fossils. They can even design their own method
for recording their results.
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.
Textbook Resources: MacMillan 2010
Websites: http://www.brighthub.com/environment/science- environmental/articles/122335.aspx additional experiments for making fossils. http://www.tarpits.org/la-brea-tar-pits/timeline LeBrea Tar pits virtual field trip http://www.fossilmuseum.net/museum-fossils.htm
page you want projected. When showing two pages, the
computer automatically shows an odd numbered page on
the left and an even numbered page on the
right. Different screen dimensions seem to allow for a
different fluctuation in zoom percentage. It seems
easiest to use the zoom slider bar in lower right corner
of screen to change from viewing a single page or two at a
time.
Show picture of one fossil. Students may not be as
creative in their observations and guesses if they see the present day organism with the fossil.
Ask: What do you think this is?
Show the fossil and modern day
representation by sliding zoom bar to the
left. Compare.
Go back to just one picture by sliding zoom bar to right
before changing to next fossil and repeating.
16
17
Sea urchin
18
19
Lungfish
20
Ammonite
21
Cuttlefish
22
23
Brittle Star
24
25
Rabbit
26
Stromatolite
27
Alga -each strand is
an individual organism. Mass of many algae matted
together.
28
29
Virola tree
30
Fossils -Engage- Teacher Page
How do fossils compare to modern day organisms?
Name of
modern day
organism:
Virola
Similarities
Both have little
flowers on the ends of
short stems
connected to a
larger stem. Each
flower shows 2 or 3
petals with a rounded
triangular shape kind of
like a tulip. (Change as you need to help your students.)
Differences
The fossil doesn't
show leaves. The
fossil does not have
green branches.
The fossil has fewer
branches.
Other ideas
such as other
organisms it is
similar to:
Looks like
buttercups or
other weeds in
my driveway. I
wonder if
those dots in
fossil are bugs.
31
Fossils -Engage
Name ____________________________________ Date __________________
How do fossils compare to modern day organisms?
Name of
modern day
organism:
Virola
Similarities
Differences
Other ideas
such as other
organisms it is
similar to:
32
Fossils -Explore- Teacher Page
Make a Fossil Model
You will need:
Small plastic bowls (or cups or plates or something to hold the fossil models for each student) Modeling clay (for each student to have a small handful) Petroleum jelly Seashells or other natural small objects (These can be shared) White glue(enough for each child to fill the mold of the shell)
Follow directions in lab manual page LM63 or page 153 of 3rd grade text.
Basically, press shell into clay, remove shell, fill impression with glue, wait. Carefully remove
glue cast. (Make one ahead of time so you can show students after they fill theirs with
glue so they can complete worksheet for lab today.) It will
take at least a day for glue to dry.
Students have just made a mold fossil (the clay part) and a cast fossil (the glue part). The
shell that was used represents the organism that made the fossil to begin with. The clay would
be the rock or sediment that the organism died in or on. The glue represents the
minerals that replaced (filled the space after the organism decayed) the organism once it was
totally gone.
Mold and cast types of fossils will be new vocabulary for the students. Consider taking
extra time to explain these words to them.
Facilitate as students complete page LM 64.
33
Fossils -Explore- Teacher Page
How can fossils be classified?
Every building should have received a fossil kit containing various fossils, a book about
fossils, and some magnifying lenses all contained in a small bucket. You may want to
borrow more books from the library or colleagues to help answer questions and curiosities
over the next few days. There are many fossils in the kit that you will be dividing between
your groups of students. Each group would probably need 10-15. If you have a very
large class and do not want to put too many students in a group then there are a few
suggestions for taking turns.
Give half of the groups only 3-4 fossils and have them use books or websites to try to
identify the fossils. Then switch the roles of groups on the following day.
Use the "Fish bowl" strategy where half the students are observing the other groups
work and reflecting on the conversations and work of the group. Switch roles for the
next day.
Move into the explain portion of lesson and set up stations so that over the course of the
next few days all students will have a chance to do this activity.
It would be tempting to do all the classifying yourself and have each group place one
last fossil into a group, but the students would be missing a chance to figure it out on
their own.
1. Suggested student groups of 3-4 students each. 2.
Pass out graphic organizer and fossils to groups.
3. Have students follow directions on paper. Place fossils in the graphic organizer so
they can see clearly the groups as can you as you monitor their work. There is not
necessarily a correct answer. It is more important that students are observing and
making decisions that can be supported with descriptions and observations. Being
able to classify is part of this science standard, so students will need some practice
and experience. The name they choose for each group could help identify the
group. It could be something like shell, or striped, or round
4. After each group has grouped all of their fossils, give them one more fossil to fit into
one of the groups. Students should make sure everyone one in the group
understands why it is placed there.
5. Distribute exit tickets to each student. Facilitate as they complete individually.
**Answers will vary on both the graphic organizer and exit ticket, but there should be
descriptive details and reasonable explanations.
34
Fossils -Explore- How can fossils be classified?
Name ____________________________________ Date __________________
Closely observe the fossils you have been given and try to describe what you see. Together decide how you could
classify the fossils into groups based on similarities. Make between 3 and 5 groups. Be prepared to explain your
classifications to others. Use the graphic organizer to place and describe your decisions. Place the fossils in the block so people can see your
groups.
Name each group Describe each group.
Put the
actual fossils
here.
Put the
actual fossils
here.
Put the
actual fossils
here.
Put the
actual
fossils
here.
Put the
actual
fossils
here.
35
Fossils -Explore- Exit Ticket
Name ____________________________________ Date __________________
What characteristics did your group use to classify your fossils?
How did you decide in which group to place your additional fossil?
Objective: design and conduct an experiment to learn how soft bodied organisms leave
behind fossil evidence and why there are fewer soft bodied fossils. Ideas were taken partly from Gateway to Science by McGraw-Hill1985 Teacher's Resource Manual. pp 46
Materials:
Soil (not potting mixes, not seed starter, not compost - real clay may work best)
Leaves small enough for 2 per group
Harder plant parts such as twigs, bark, seeds
Cups or bowls( good time to search recycle bins)2 per group
Water
Plastic spoons or knives or craft sticks to stir and smooth the mud
Optional:
Sand, clay(real clay that will mix with water), maple syrup, salt, bread, glue
Procedure:
Quickly demonstrate making a fossil with some mud. (Do not use too much water.) Mix
some soil and water and smooth out the surface of the mud. Carefully place a
leaf on top of the soil and very gently press it onto the mud. (press it but don't
submerge it.) Wait just a minute then pull it off of the mud very carefully to see your
impression.
Note: Part of the reason for using a leaf is to see why it is harder for soft
bodied organisms to leave behind fossil evidence.
Ask students these questions:
1. What happened to the impression left by the leaf? 2.
How do you think this impression could be saved?
3. What do you think would happen if the mud was very wet?
4. What would happen if the soil was very dry?
Tell students that it is their turn to try to make a fossil model with different materials.
Place them into groups of three or four. Let them know which materials you have for them.
40
Fossils -Elaborate-Teacher page continued
Tell student that they must have a hypothesis that they need to show you before
they get materials. They should try different levels of wetness (with just soil and
water) or different sedimentary materials if you are providing them. You know your
students and your limits for potential messes, so you will need to consider the limits or
rules for their creativity.
Students should attempt 2 different sediments with 1 soft and 1 hard plant part each
for comparison.
Encourage students to be as precise in their note taking as possible.
Monitor student progress and assure them that even if they are unsuccessful in
making a fossil, they will be learning something that could help them next time.
OPTIONAL: If you have the time and materials, allow students to continue
experimenting beyond two types of sediment. Make sure that they apply what
they are learning as they go. Use the chart to determine what their next sediment will be.
Answers on their lab sheet will vary, depending on what they decide and their
results, but they should be specific and reasonable.
This series of activities is for students to develop an understanding of the conservation of
matter by collecting experimental evidence from investigations. When an object is
broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes
state (solid, liquid, gas); the total amount of matter remains constant.
CLEAR LEARNING TARGETS
"I can"statements ____ based on experimental experiences, explain that matter remains constant when it undergoes a
change. ____ explain that when an object is broken into smaller pieces, the total amount of matter remains
constant. ____ explain that when a solid is dissolved in a liquid, the total amount of matter remains constant. ____ explain that when matter changes state (solid, liquid, gas), the total amount of matter remains
constant. ____explain that the sum of all of the parts in an object equals the mass of the object.
Activity Highlights and Suggested Timeframe
Engagement: Students are engaged in mass and volume comparisons, as well as
Days 1-3
Days 4-6
Day 7-10
Days 11-12
Day 13
and on-going
Days 14
formatively assessed through a KWL chart, and small hands-on activities using air,
balloons, and water.
Exploration: Students investigate mass changes when an object is broken into smaller pieces (clay and paper), when matter changes state (melting crayons), when a solid is dissolved (sugar cube in water). In each example, the matter is changed
and the amount of mass remains constant or is conserved. Explanation: In this investigation, students compare the changes in mass in an open (no cover over beaker of water) and closed system (cover over beaker of water). Students will explore textbook resources and videos related to matter and
conservation of matter. Elaboration: In this investigation students will work in small groups to investigate the conservation of matter using vinegar and baking soda in two different experiments. to create a reaction in a zip lock bag. The first time students will do the investigation with a zip lock bag that is not sealed and repeat the investigation with a sealed
bag.
Evaluation: Conduct formative and summative assessments of student understanding of concepts related to the conservation of matter. Results from the formative assessments should inform the teacher of instructional planning and decision-making. A teacher-created short cycle assessment will be administered at the end
of the unit to assess all clear learning targets.
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities as listed.
1
LESSON PLANS
NEW LEARNING STANDARDS: 4.PS.1 - The total amount of matter is conserved when it undergoes a change.
When an object is broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes state (solid, liquid, gas); the total amount of matter remains constant.
Note 1: At this grade, the discussion of conservation of matter should be limited to a macroscopic, observable
level. Note 2: States of matter are found in PS grade 3. Heating and cooling is one way to change the state of matter. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass
and weight being introduced at the middle school level. In Ohio, students will not be assessed on the difference
between mass and weight until Grade 6.
CONTENT ELABORATION: Some properties of objects may stay the same even when other properties change. For example, water can change from a liquid to a solid, but the mass* of the water remains the same. Parts of an object or material may be
assembled in different configurations, but the mass* remains the same. The sum of all of the parts in an object equals the
mass* of the object. When a solid is dissolved in a liquid, the mass* of the mixture is equal to the sum of the masses* of the liquid and solid. At this grade level, the discussion of conservation of matter should be limited to a macroscopic, observable level.
Conservation of matter must be developed from experimental evidence collected in the classroom. After the concept has been well established with experimental data and evidence, investigations can include interactions that are more complex where the mass* may not appear to stay constant (e.g., fizzing tablets in
water). Note: Mass* is an additive property of objects and volume is usually an additive property for the same material at the same conditions. However, volume is not always an additive property, especially if different substances
are involved. For example, mixing alcohol with water results in a volume that is significantly less than the sum of the volumes
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices
2
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. CCSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace. CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on other' ideas and expressing their
own clearly. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Changes in Matter PreK-2: Simple measuring instruments are used to observe and compare properties of objects. Changes in objects are
investigated. Grade 3: Objects are composed of matter, which has weight mass* and takes up space. Matter includes solids, liquid
and gases (air). Phase changes are explored. Future Application of Concepts Grades 6-8: Conservation of matter in phase changes and chemical reactions is explained by the number and type of
atoms remaining constant. The idea of conservation of energy is introduced.
MATERIALS: Engage
Balloon Over Bottle
digital scale or triple beam balance
per small group: deep bowl of hot water and
deep bowl of ice water, small balloon and plastic
bottle
o Balloon Balance (per group or demonstration):
meter stick
string
two balloons
Explore
o Clay and Paper (per group or for demonstration):
ball of clay 4
notecards
access to a digital scale
o Melted Crayons (per group or for demonstration):
Explain o Disappearing Act (per small group or for
demonstration)
two identical glasses
access to a digital scale
water
plastic wrap
o Research:
access to the internet
textbook resources picture
books.
Elaborate
o A Whiz at Fizz (per small group or for demonstration): 1 gallon sized zip lock bag access to a digital scale or triple beam balance 4 small plastic cups baking soda vinegar goggles.
SAFETY
ADVANCED
PREPARATION
TEACHER
BACKGROUND
All lab safety rules, procedures, and precautions should be taken into consideration, especially when working with hotplates, candles, or other heat
related tools. Have fire extinguisher available, and understand how to use it properly. Tie loose clothing and hair away from face Wear safety glasses/goggles and lab apron if available
A digital scale is the best tool for teaching the concept of conservation of matter.
However, a triple beam balance or other scale that can measure to the nearest
tenth of a gram will also work. Gather all necessary materials and supplies for demonstrations/labs. Read the teacher background and possibly watch the videos related to matter to develop a deep understanding of the content and common student
misconceptions.
Essential Science for Teachers: Physical Science is a content course designed to help K-6 teachers enhance their understandings of matter as one of the "big ideas" in the physical sciences. The following videos on demand produced by Annenberg, are designed for teachers to improve their understanding of physical science and make them aware of common student misconceptions. It also
highlights ways to help students overcome misconceptions. The main goal of this course
is to provide teachers with learning opportunities that will directly inform their own classroom practice. While teachers should be aware of the ideas of
physical and chemical changes and the particle nature of matter, these topics are not
appropriate for this grade level. Each video is about an hour in length and is highly
recommended for the development of teacher content knowledge.
4
Essential Science for Teachers: Physical Science Session 3. Physical Changes and Conservation of Matter: http://www.learner.org/resources/series200.html What happens when sugar is dissolved in a glass of water or when a pot of water on the stove boils away? Do things ever really "disappear?" In everyday life,
observations that things "disappear" or "appear" seem to contradict one of the
fundamental laws of nature: matter can be neither created nor destroyed. In this session, teachers learn how the principles of the particle model are
consistent with conservation of matter. Essential Science for Teachers: Physical Science Session 4. Chemical Changes and Conservation of Matter: http://www.learner.org/resources/series200.html How can the particle model account for what happens when two clear liquids are mixed together and they produce a milky-white solid? What happens when iron rusts? Where do the elements come from? In this session, participants extend the particle model by looking inside the particles, learn about some early chemical pioneers, and in the process discover how the law of conservation of matter applies even at the scale of atoms and molecules. Case Studies in Science Education http://www.learner.org/resources/series21.html These case studies take science education reform to a personal level, where individuals struggle to make changes that matter. Follow Donna, Mike, Audrey, and other science teachers as they work to improve one aspect of their teaching. Each case follows a single teacher over the course of a year and is divided
into three modules: the teacher's background and the problem he or she chooses to
address, the chosen approach and implementation, and the outcome with assessment
by the teacher and his or her advisor. Objective: On Day 1 students develop a KWL chart to discuss concepts related
to matter to pre-assess student understanding of matter concepts. On Day 2, students place a balloon over a bottle and place the bottle in cold and warm water to determine any changes that take place in the mass and volume of the system. Misconceptions are addressed and development of an understanding conservation of mass is
started. On Day 3, students create a balance and compare the mass and volume of a balloon with and without air to address
ENGAGE common student misconceptions that mass and volume are the same
property and to demonstrate that air has mass.
(3 days) (What will draw students into the learning? How will you determine
what your students already know about the topic? What can be done at this point to identify and
address misconceptions? Where can connections are made to the real world?)
What is the teacher doing? For all activities:
Gather all supplies and determine if activities will be done in small groups or as a demonstration. A postal scale is very useful as a digital scale or triple beam
balance. -Any scale that measures to the
nearest tenth of a gram will work
well. When conducting the activities with
the digital scale, allow for a slight margin of error due to
Students have many misconceptions about matter. Look for and address these as they
arise. for student discussion of the data and observations. Observe student participation in all aspects of
the lessons while asking higher- order
questions. Assist in the management of the lab
materials. As a formative assessment strategy, instruct students to write 3
things they learned in their science journal daily. Read the journals frequently to determine any
student misunderstandings.
KWL Chart (Day 1) Use the KWL (or other graphic organizer) to discuss matter and concepts from 3rd grade as a pre- assessment to student
understanding.
Balloon over Bottle (Day 2) See teacher page Copy and distribute the attached
student worksheets: Balloon Over Bottle Facilitate the activity and follow- up
with a discussion.
Balloon Balance (Day 3) See Teacher page Copy and distribute the attached student worksheets: Balloon Balance Facilitate the activity and follow- up
with a discussion.
KWL Chart (Day 1) 1. Students will use this chart to track
what they know, want to know, and
what they learn related to matter.
Balloon over Bottle (Day 2) 2. Students actively participate in
the activities and discussions. 3. Follow all safety guidelines. 4. Record 3 things daily in their
science journal that they learned as an exit ticket and formative
assessment strategy.
Balloon Balance (Day 3) 5. Students actively participate in
the activities and discussions. 6. Follow all safety guidelines. 7. Record 3 things daily in their
science journal that they learned as an exit ticket and formative
assessment strategy.
Objective: The standard indicates that students must develop an
understanding of conservation of matter though macroscopic observations. This investigation investigates mass changes when an
EXPLORE (3 days)
(How will the concept be developed? How is this relevant
object is broken into smaller pieces (clay and paper), when matter changes state (melting crayons), when a solid is dissolved (sugar cubes in water). In each example, matter is changed and the amount of
mass remains constant or is conserved. to students' lives? What can be
done at this point to identify and address misconceptions?)
What is the teacher doing? Teacher directions for the 3 Explore activities are located with the
student worksheets.
What are the students doing?
6
Clay and Paper (Day 4) Melting Crayons (Day 5) Involving Dissolving (Day 6)
See teacher pages Copy and distribute the attached student worksheets Facilitate the activity and follow- up
with a discussion.
Clay and Paper (Day 4) Melting Crayons (Day 5) Involving Dissolving (Day 6) 1. Students are expected actively
participate in the activities and
discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their
science journal that they learned as an exit ticket and formative
assessment strategy.
Objective: Students have been given many opportunities to gain an
understanding of conservation of mass through experimental evidence collected in the Engage and Explore activities. In this investigation, students compare the changes in mass in an open (no cover over beaker of water) and closed system (cover over beaker of water). In this case, the mass doesn't stay the same in the open
container as the water changes to a gas due to evaporation. Students must be able to explain what happened to the mass of the open container if the law states that matter is conserved when a change is made. Students should conclude that the water has changed to a gas and that gas has mass and the mass of the evaporated water has gone into the air. Students will also explore textbook resources and videos related to matter and conservation of matter.
What is the teacher doing? Disappearing Act (Days 7-10)
See teacher page Copy and distribute the attached student worksheets
Students will be gathering data
What are the students doing? Disappearing Act (Days 7 -10) 1. Students are expected actively
participate in the activities and
discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their
EXPLAIN (4 days)
(What products could the students develop and share?
How will students share what they have learned? What can be
done at this point to identify and address misconceptions?)
on these days for the Disappearing Act activity but time should also be spent on further developing an understanding of the conservation of matter through the use of the internet,
videos and text resources. Read Chapter 5, Lesson 1 pp. 210- 217. Answer the Reading Review questions on page 217 of the Grade 4 Harcourt School Publishers textbook. Appropriate videos on the Conservation of mass are limited but this 5 minute one is worth viewing with students. Watch and discuss the video: https://www.teachingchannel.or g/videos/conservation-of-mass
science journal that they learned as an exit ticket and formative
assessment strategy. 4. Assist in the management of the
Objective: In this investigation students will work in small groups to investigate the conservation of matter. Student will mix vinegar and baking soda to create a reaction in a zip lock bag. The first time students will do
the investigation with a zip lock bag that is not sealed and repeat the investigation with a sealed bag. The mass will be measured before and after the reaction and students will be asked
ELABORATE to determine the differences in the mass of the two experiments.
(2 days) (How will the new knowledge be
reinforced, transferred to new and unique situations, or integrated with related
concepts?)
What is the teacher doing? A Whiz at Fizz (Days 11 and 12) 1. See teacher page 2. Copy and distribute the attached
student worksheets, "Conservation of
Matter - Elaborate Activity". 3. Facilitate the activities and follow-
up with a discussion.
What are the students doing? A Whiz at Fizz (Days 11 and 12)
1. Students are expected actively participate in the activities and
discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their
science journal that they learned as an exit ticket and formative
assessment strategy. Assist in the management of the lab
materials.
Objective: To conduct formative and summative assessments of student understanding of concepts related to conservation of matter. Results from the formative assessments should inform the teacher of
instructional planning and decision-making.
EVALUATE (1 day and on-going)
(What opportunities will students have to express their thinking? When will students reflect on
what they have learned? How
will you measure learning as it occurs? What evidence of
student learning will you be looking for and/or collecting?)
EXTENSION/
INTERVENTION (1 day or as needed)
Formative How will you measure learning as it occurs? 1. Consider developing additional
teacher-created formative assessments based upon student understanding or lack of understanding of the concepts.
2. Student knowledge and skills will be assessed through completion of student journal assignments, student performance, completed lab
worksheets, and research.
EXTENSION
1. Students create their own demonstrations of conservation of
matter and present to the class. 2. Evaluate research data providing
information about the decomposition time for paper,
glass, plastic and aluminum. Propose a sustainable plan that might be adopted by a larger population of citizens for minimizing
waste products and reserving more space in our landfills. Develop a
presentation that could be for an outside audience with the authority to implement the plan within a
community.
Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Teacher-created short cycle
assessment will assess all clear
learning targets.
INTERVENTION 1.http://www.discoveryeducation.com/
related videos 2. Provide picture books that explain
the concepts visually for struggling
students. 3. Keeping Warm, an interactive
simulation from BBC Schools, allows students to measure temperature changes over time for different
*While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight"
in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be
assessed on the differences between mass and weight until Grade 6. Strategies to address misconceptions: Misconceptions can be addressed through the use of United Streaming video clips, pictures/diagrams, simulations, as well as through the use of models. Lower-Level: Provide additional text resources (tradebooks, articles) that are
appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. Consider assigning the appropriate level information sheet to particular students.
Higher-Level: Consider having students create their own investigations related to conservation of matter, including pursuing research about this topics based on real-world applications (
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.
There are many videos on matter but nothing specific to conservation of matter
that is appropriate for this grade level.
Movies/Videos: Appropriate videos on the Conservation of mass are limited but this 5 minute one is worth viewing with students. Watch and discuss the video: https://www.teachingchannel.org/videos/conservation-of-mass