Alexander County Schools 2012-2013 Grade... · Alexander County Schools 2012-2013 Unit: Matter, Properties and Change Unit (4.P.2.1) Grade 4 Q1 Q2 Q3 Q4 Common Core and/or Essential

Alexander County Schools 2012-2013

Unit: Matter, Properties and Change Unit (4.P.2.1) Grade 4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.P.2.1 Compare the physical properties of samples of matter; (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets reactions to water and fire).

Transfer: Students will be able to independently use their learning to… Understand that matter is neither created nor destroyed, but its properties can be physically changed.

Meaning

Understandings: Students will understand that…

4.P.2.1

Students know that samples of matter have many observable properties that can be measured. Students know that samples of matter can be described according to the characteristics of the materials they are made from. Students are familiar with, and can test for the following properties: strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water (dissolve) and heat/fire (melt, evaporate).

Essential Question(s):

What is matter? How do we describe matter? How can matter be changed?

Acquisition

Students will know:

Students will explain matter, states of matter, and physical properties.

Students will be skilled at:

Students will be skilled at identifying and comparing the physical properties of different samples of matter.

Essential Vocabulary:

evaporate, dissolve, hardness, strength, flexibility, reactions, properties, conductors,

IT Standards: 4.TT.1 Use technology tools to present data and information.

IT Strategies: Create a graph or chart comparing the physical properties of a set of objects.

Unit Title: Matter, Properties and Change Grade: 4th

Subject: Science

STAGE 2

Understandings:

4.P.2.1

Students know that samples

of matter have many

observable properties that

can be measured. Students

know that samples of matter

can be described according

to the characteristics of the

materials they are made

from. Students are familiar

with, and can test for the

following properties:

strength, hardness, flexibility,

ability to conduct heat,

ability to conduct electricity,

ability to be attracted by

magnets, reactions to water

(dissolve) and heat/fire

(melt, evaporate).

Essential Questions:

What it matter?

How do we describe matter?

How can matter be changed?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Define and list properties of

matter.

Classify objects by their

properties.

Measure properties of matter

using tools. (eg. rulers, balances

thermometers)

Examine a set of objects based on

their properties using a table.

(checklist) Compare and contrast

your results with a peer.

Summative Assessment

Give the students the following

scenario:

Pretend you are a building

contractor and your job is to

build a new house for your

teacher. The first key to

building a good house is to

have a strong, stable

foundation so that the house

will endure over time. Your job

is to examine a given set of

objects and analyze their

properties to determine which

material will provide the

strongest foundation for your

teacher’s house. Using the

provided building plan, name

the material you chose and

justify your reason for choosing

your material.

*Building plan form should include

test results of all materials, name

of the material you chose and your

justification, and a diagram of the

foundation.

Examples of materials: piece of cardboard, piece of wood, cotton balls, concrete, rock, clay

STAGE 3

Approximate number of days spent on unit: 4½ weeks

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Science A-Z : Solids, Liquids, and Gases including vocabulary cards, quiz, diagrams, graphic organizers, and games

Brain Pop : Matter Changing States, States of Matter, Property Changes

Discovery Education Video: The Properties and States of Matter

States of Matter Unit: http://webs.morton709.org/elementary/4th/science/web-based-projects/States%20of%20Matter%20Unit.pdf

I Have Who Has? By Creative Teaching Press

(Matter and It’s Changing States) (WES, Amy Fox)

Suzanne Rhinehart – speaker on recycling matter (County Agr. Ext.)

Science (4th

grade textbook) by McGraw Hill (pp. 225-260) ( books at EES )

Investigations in Science – Matter (Creative Teaching Press, CTP 2805)

Other Resources on Google Drive

Strategies:

Explore the properties of matter by identifying a mystery substance

Test a list of “utterly useless” objects based on properties of matter (ie. Wooden

tires, glass baseball bat) McGraw Hill Science Book p. 230. Create a list of “utterly

useless” objects of your own.

Investigate different states of matter. (McGraw Hill p. 230)

Create a recycled sheet of paper. (students take shredded paper, wet it and put

on screen to dry. Talk with students about how the paper changed (now it’s

thicker, more like construction paper. It went from pieces to a whole; change in

property. )

Invent a recycled product and present their product to their class.

http://webs.morton709.org/elementary/4th/science/web-based-projects/States%20of%20Matter%20Unit.pdf

http://webs.morton709.org/elementary/4th/science/web-based-projects/States%20of%20Matter%20Unit.pdf


Unit: Rocks & Minerals Unit (4.P.2.2, 4.P.2.3 & 4.E.2.3) Grade 4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage and streak. 4.P.2.3 Classify rocks as metamorphic, sedimentary or igneous based on their composition, how they are formed and the processes that create them. 4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes.

Transfer: Students will be able to independently use their learning to…

Identify minerals by their physical properties. They will be able to distinguish the properties of minerals in order to understand the proper application of minerals in things like fertilize, asphalt, gravel, sandpaper, etc. For example, you wouldn’t want to use talc for sandpaper.

Describe the differences between minerals and rocks. They will classify rocks based on how they were formed, their composition, and the processes that create them.

Understand that changes to the Earth’s surface have major impact on our environment and that new ideas and technology help us compensate for those changes.

Meaning


4.P.2.2

Students know that minerals can be identified by using particular tests. Students know how to perform tests for hardness and streak. Students are able to describe the color, luster, and cleavage of a mineral. 4.P.2.3 Students will be able to independently use their learning to understand that changes to the Earth’s surface have major impact on our environment and that new ideas and technology help us compensate for those changes.

4.E.2.3

Students know that the surface of the earth changes over time. Students know that there are many factors that contribute to these changes. Students know that such changes may be slow or rapid, subtle or drastic. Erosion and weathering are processes that change the Earth. Wind, water (including ice), and chemicals break down rock and can carry soil from one place to another. Under the right conditions, gravity can cause large


Why does industry need to classify minerals?

Why is it important to understand physical properties of minerals?

How do we classify materials to make sense of what we observe?

Why do we use different kinds of rocks for different building materials? (Some are stronger than others, some polish better than others, are good load bearers, some are easier to cut and/or shape, etc.)

Why does the Earth’s surface change?

How do changes of the surface of the Earth affect humanity?

How is the Earth constantly changing?

sections of soil and rock to move suddenly down an incline. This is known as a landslide. Volcanic eruptions occur when heat and pressure of melted rock and gases under the ground cause the crust of the earth to crack and release these materials. Solid rock can deform or break if it is subject to sufficient pressure. The vibration produced by this is called an earthquake.

Acquisition

Students will know:

Minerals have different physical properties.

How rocks are formed and how they are classified.

And understand the different forces that reshape Earth’s surface.


Testing various minerals to determine their properties.

Sorting rocks into the three categories by the processes that created them.

Identifying processes and forces that change the Earth’s surface.


properties, hardness, color, luster, cleavage, streak, mineral, metamorphic, igneous, sedimentary, rocks, minerals, particles, pressure, layers, weathering, compacted, erosion, lava, molten, erosion, weathering, landslides, eruption, volcano, tsunami, subtle, drastic, vibration, pressure, earthquake, plate tectonics, incline,

IT Standards: 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities

IT Strategies: Choose a mineral and create a page of a class mineral book or create a power point. You should research the characteristics and uses of your mineral. Using Microsoft publisher, create a tri-fold brochure describing the three types of rocks and how they were formed. Students will research a recent natural disaster related to a change in the Earth’s surface and how it affected the people, their economy, and their environment.

Unit Title: Rocks and Minerals Grade: 4th

Subject: Science

STAGE 2

Understandings:

Students know that . . .

Minerals can be identified by

using particular tests.

How to perform tests for

hardness and streak.

Students are able to describe

the color, luster, and cleavage

of a mineral.

Independently use their

learning to understand that

changes to the Earth’s

surface have major impact on

our environment and that new

ideas and technology help us

compensate for those

changes.

Surface of the earth changes

over time.

There are many factors that

contribute to these changes.

Changes may be slow or

rapid, subtle or drastic.

Erosion and weathering are

processes that change the

Earth. Wind, water (including

ice), and chemicals break

down rock and can carry soil

from one place to another.

Under the right conditions,

gravity can cause large

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Observe and record several

types of physical properties

(hardness, color, luster, cleavage

and streak) of rocks and

minerals. Choose a mineral or

rock and add a class page to a

book about minerals or rocks.

Classify rocks as metamorphic,

sedimentary or igneous based

on their composition.

Create a tri-fold brochure to

describe the three types of rocks

and how they were formed.

Create a representation of the

rock cycle. (i.e., poster, mobile,

brochure, glogster)


Students will research a natural

disaster related to a change in the

earth’s surface and how it affected

the people, their economy and

their environment. Create a

presentation using Animoto, video,

Photostory, or Prezi.

Create a bingo game about the

rock cycle, physical properties of

rocks and minerals and types of

rocks. Students will come up with

answers and clues for the game.

(Google “authentic assessments for

rocks and minerals”)

sections of soil and rock to

move suddenly down an

incline. This is known as a

landslide. Volcanic eruptions

occur when heat and

pressure of melted rock and

gases under the ground

cause the crust of the earth to

crack and release these

materials. Solid rock can

deform or break if it is subject

to sufficient pressure. The

vibration produced by this is

called an earthquake.


Why does industry need to

classify minerals?

Why is it important to

understand physical

properties of minerals?

How do we classify materials to

make sense of what we

observe?

Why do we use different kinds

of rocks for different building

materials? (Some are

stronger than others, some

polish better than others, are

good load bearers, some are

easier to cut and/or shape,

etc.)

Why does the Earth’s surface

change?

How do changes of the surface of the Earth affect humanity?

Approximate number of days spent on unit: 4½ weeks








Resources:

McGraw Hill Science 4th grade (pp. 82-95) (EES Stewart Akers)

Rocks and Minerals by Neil Morris (HES, Tammy Marlowe)

Brain Pop Videos: Types of Rocks, Weathering, Mineral Identification, Rock Cycle, Erosion, Rocks and Minerals

Rocks and Minerals WebQuest by Tracy Chapman (coming soon to netstorage?)

Rocks and Minerals Flip Charts on netstrorage

Discovery Education Videos (requires school membership) Rockfinders

Interactive Rock Cycle: www.rockhoundkids.com

I Have Who Has? The Changing Earth: Rocks, Minerals and Soil; By Creative Teaching Press pp. 48-53 (CTP 2182)

Time for Readers (Hidden Hiddenite) (came with old Harcourt social studies adoption)

NCDPI – Curriculum Unit on Rocks http://www.ncpublicschools.org/curriculum/science/units/elementary/

Strategies:

Sediment Layer Lab (p.89 in McGraw Hill Science book)

Crayon Rock Lab (Tara Geiger, TES) Demonstrates 3 types of rocks.

Identify given minerals using a mineral table. (McGraw Hill, p. 86)

Drip Table Lab (EES, Stewart Akers)

Show videos or real life clips of natural disasters and compare types of damage. Discuss how the surface of the earth has changed and what impact it has on humanity. Example: pull up on computer a volcano, tornado, hurricane, etc. and compare.

Use music: Rock Cycle Song (look on Google drive for lyrics)

http://www.rockhoundkids.com/

http://www.ncpublicschools.org/curriculum/science/units/elementary/

Edible Rock Recipes: http://www.oklahomahomeschool.com/edibleR.html

Hiddenite Gem Mine – field trip

Science A-Z: Minerals, Rocks, and Soil; has teacher guide, vocabulary

cards, quiz and unit guide.

Promethean Planet: Rocks and Minerals by Kate Benzie

More on Google Drive.

http://www.oklahomahomeschool.com/edibleR.html


Unit: Fossils 4.E.2.1 and 4.E.2.2

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms. 4.E.2.2 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.

Transfer: Students will be able to independently use their learning to… understand and explain how fossils can be used to compare organisms from long ago to those existing today. They will understand that many of the organisms we see today are a variation of organisms from long ago. Students will be able to independently use their learning to understand and explain how fossils can be used to make inferences about past life, climate, geology and environments.

Meaning


4.E.2.1

Students know that fossils are evidence of living organisms that once existed on Earth. Students know that fossils share some characteristics based on where, how, and from what they formed. Students know that some organisms that lived long ago are similar to existing organisms, but some are quite different. Students know that organisms that are alive today, will, under the right conditions, leave fossil evidence. 4.E.2.2

Students know that fossils provide information about the environmental conditions that existed when the fossil organism was alive, as well as information about where, when and how, the organism lived.


Why do scientists study fossils? What do fossils tell us about early organisms? How are the characteristics of organisms today similar to or different from organisms long ago? Why do scientists study plant and animal fossils? What do artifacts tell us about Earth’s early environments? How do environmental changes affect living organisms?

Acquisition

Students will know: fossils share characteristics based on where, how and from what they are formed. Students will know how fossils are formed.


Students will be skilled at investigating how fossils compare to existing organisms today. Students will be skilled at describing what a fossil is and how it is formed.


fossils, organisms, conditions, molds, casts, preserved, artifacts, environment, organisms, amber, tar pits, sedimentary

IT Standards: 4.SI.1 Apply criteria to determine appropriate information, resources or specific topics and purposes.

IT Strategies: Research comparisons and contrasts of fossils and prepare a power point of their relationship to present day organisms. Research where fossils are found and information on two scientific explanations on the extinction of dinosaurs.

Unit Title: Fossils Grade: 4 Subject: Science

STAGE 2

Understandings:

4.E.2.1

Students know that fossils are

evidence of living organisms that

once existed on Earth. Students

know that fossils share some

characteristics based on where,

how, and from what they formed.

Students know that some

organisms that lived long ago are

similar to existing organisms, but

some are quite different. Students

know that organisms that are alive

today, will, under the right

conditions, leave fossil evidence.

4.E.2.2

Students know that fossils provide

information about the

environmental conditions that

existed when the fossil organism

was alive, as well as information

about where, when and how, the

organism lived.


Why do scientists study fossils?

What do fossils tell us about early

organisms?

How are the characteristics of

organisms today similar to or

different from organisms long ago?

Why do scientists study plant and

animal fossils?

What do artifacts tell us about

Earth’s early environments? How

do environmental changes affect

living organisms?

Revised Blooms

Creating:

Can the student

create new product

or point of view?



formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state

Formative Assessments (Evidences)

Interpret a set of tracks and determine

what animal it came from and describe

some characteristics about where and how

it lived.

Compare fossils to animals.

Make inferences about the basic

environments represented by fossils

found in earth materials (e.g., fossils of

fish skeletons represent an aquatic

environment)

Match fossils to the animal that it would

look like. (Now and Then comparison)

Watch a fossil video and write down two

facts on color cards to share with a

partner or small group.


Human Footprint Investigation

http://www.cyberbee.com/whodunnit/foot.html Dinosaur Fossil Comparison Lab ..\Fossil Lab (Mcgraw Hill).pdf

http://www.cyberbee.com/whodunnit/foot.html

http://www.cyberbee.com/whodunnit/foot.html

../../../../../AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.IE5/Fossil%20Lab%20(Mcgraw%20Hill).pdf

STAGE 3

Approximate number of days spent on unit:








Resources:

4th Grade McGraw Hill Science book (EES, Stewart Akers) pp.

94-107

Brain Pop : Fossils, Carbon Dating

www.prometheanplanet.com : Fossil Hunt, Fossils by Kate

Benzie, Minerals, Rocks and Fossils

http://www.fossilsforkids.com/Website_Directory.html

www.discoveryeducation.com requires school membership;

(lots of fossil videos)

Other resources on Google Drive

Strategies:

Examine fossils/representations of fossils and make comparisons between

organisms that lived long ago and organisms of today (e.g., compare a fern to a

fossil of a fern-like plant)

Make representations of fossils using various objects (e.g., leaf, twig, shell, bone,

feather) pressed into clay that hardens. After students discover what is hidden in

the hardened clay, draw conclusions about the organisms and the environments.

Play Doh Fossils: Use a variety of objects and make imprints (fossils) in play doh.

Students try to guess objects. Discuss how harder objects made better fossils than

soft objects. Discuss how familiar object were easier to identify than unfamiliar

ones.

Observe tracks of animals. Make inferences about that animal and its habitat (e.g.,

webbed feet tracks indicate an aquatic environment). Discuss how scientists use

fossilized tracks to make inferences about prehistoric animals and their

environments.

http://www.prometheanplanet.com/

http://www.fossilsforkids.com/Website_Directory.html

http://www.discoveryeducation.com/


Unit: Survival and Adaptation Unit ( 4.L.1.1., 4.L.1.2, 4.L.1.4, 4.L.2.1) Grade 4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful. 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. 4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. 4.L.2.1 Classify substances as food or non-food items based on their ability to provide energy and materials for survival, growth and repair of the body.

Transfer: Students will be able to independently use their learning to… describe how natural or manmade changes to the environment affect the survival of organisms. Students will be able to independently use their learning to realize that animals process information causing them to change their behavior which in turn ensures their survival. Students will be able to independently use their learning to understand that in a given number of the same organisms, some are naturally stronger or perhaps weaker. Students will be able to independently use their learning to realize they need make healthy food choices for proper energy, growth and repair of their bodies

Meaning


4.L.1.1

Students know that for any particular environment, some kinds of plants and animals survive well, some survive less well and some do not survive at all. When the insect population grows in an area that is frequented by insect eating birds, this is advantageous for the birds. Conversely, if the insect populations are decreased by disease in a similar scenario, the population of birds would be stressed and likely, reduced. 4.L.1.2 Students know that animals collect information about the environment

using their senses. Animals also exhibit instinctive (inborn) behaviors that

help them to survive. Students know that in animals, the brain processes

information, and signals the performance of behaviors that help the

organism survive.

4.L.1.4

Students know that there is variation among individuals of one kind within a population. Students know that sometimes this variation results in


How do changing environments affect organisms? How can change in one part of an ecosystem affect change in other parts of the ecosystem? Why is it necessary for organisms to collect environmental information to ensure their survival? Why do some plants and animals of the same kind in the same location seem to grow and thrive while others do not? Why do organisms eat or feed on different kinds of food?

individuals having an advantage in surviving and reproducing. Survival advantage is not something that is acquired by an organism through choice; rather it is the result of characteristics that the organism already possesses. 4.L.2.1 Students know that living things derive their energy from food. Plants produce their own food, while other organisms must consume plants or other organisms in order to meet their food (energy) needs.

Acquisition

Students will know:

Students will know how organisms and their environment are connected. Students will know that animals get information about the environment using their senses and that animals use environmental information to survive. Students will know that animals within a population are not all the same. Some will survive and reproduce more easily than others based on the characteristics that they possess. Students will know that living organisms get their energy from food. Some organisms produce their own food while others must consume plants or other organisms.

Students will be skilled at: identifying changes in environments of living organisms. Students will be skilled at explaining how animals change their behavior based on environmental conditions in order to survive. Students will be skilled at understanding that some organisms have an advantage in survival and reproduction. Students will be skilled at classifying substances as food or non-food.

Essential Vocabulary: environment, population, disease, organism, prey, predator, producer, consumer, decomposer, food chain, food web, habitats, ecosystem, environment, senses, survive, organisms, performance, : differences, advantage, population, reproduce, habitats, survival, thrive, characteristics, acquire, energy, food, non-food, survival, repair, consume, organisms

IT Standards: 4. RP.1 Apply a research process as part of collaborative research. 4S1.1 Apply criteria to determine appropriate information resources for specific topics and purposes. 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.

IT Strategies: Research a recent environmental change and how it affected the survival of a living organism. Create a “flow chart” poster related to your research. Research a particular animal to discover how it’s instincts and behaviors that help it survive. Research 3 animals and explain any natural adaptation to their environment that will enable them a greater survival rate among its population. (ie, a white deer has a greater survival rate than a brown deer in Alaska during winter)

Unit Title: Survival and Adaptation Grade: 4 Subject: Science

STAGE 2

Understandings:

4.L.1.1 Students know that for any particular environment, some kinds of plants and animals survive well, some survive less well and some do not survive at all. When the insect population grows in an area that is frequented by insect eating birds, this is advantageous for the birds. Conversely, if the insect populations are decreased by disease in a similar scenario, the population of birds would be stressed and likely, reduced. 4.L.1.2 Students know that animals collect information about the environment using their senses. Animals also exhibit instinctive (inborn) behaviors that help them to survive. Students know that in animals, the brain processes information, and signals the performance of behaviors that help the organism survive.

4.L.1.4 Students know that there is variation among individuals of one kind within a population. Students know that sometimes this variation results in individuals having an advantage in surviving and reproducing. Survival advantage is not something that is acquired by an organism through choice; rather it is the result of characteristics that the organism already possesses.

4.L.2.1 Students know that living things derive their energy from food. Plants produce their own food, while other organisms must consume plants or other organisms in order to meet their food (energy) needs.


How do changing environments affect organisms?

How can change in one part of an ecosystem affect change in other parts of the ecosystem?

Why is it necessary for organisms to collect environmental information to ensure their survival?

Why do some plants and animals of the same kind in the same location seem to grow and thrive while others do not?

Why do organisms eat or feed on different kinds of food?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report, select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Have students choose the

name of an animal out of a

cup and the name of an

environment out of a cup.

Students will write a

paragraph about how this

animal will survive in the

selected environment.

Students will draw a picture of

their animal in the selected

environment then share their

ideas within a small group.


Each student will create an

imaginary animal with parts

of known animals.

(Example: head of an

elephant, body of a flamingo,

and feet of a dog.) Student

will name the animal and

create a diorama. Each

diorama will contain a

representation of the animal

and its’ environment.

Students will submit a written

piece including:

How it survives

What it uses for

shelter

What it eats

How it protects itself

Approximate number of days spent on unit: 4 ½ weeks








Resources:

Brain Pop Videos: Camouflage, Hibernation, Food Chains, Ecosystems Brain Pop Junior: Camouflage, Hibernation, Food Chain Predator/Prey Game (EES, Stewart Akers, Shelly Moretz, WES) www.discoveryeducation.com : school membership required.(videos) Science A-Z: Adaptations, Foodchains; both books with teacher guide, vocabulary cards, quiz, diagrams, games Alexander County Extension Office Alexander Soil and Water – Leslie Meadows 2008 DPI Science Lesson Plans from DPI – contact Tara Geiger @ TES Animal Adaptation Game: http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm 4th Grade McGraw Hill Science, pp. 1-80 Unit on Animals Harcourt Science Book (4th ) – Unit A, chapter 1&2, Unit B, chapter 1&3

Strategies:

Jig Saw textbook information. (Assign groups of students parts of the information to be studied and then get back together in a large group and share out.) Students create a Flip book about 5 basic needs of an animal and how they survive. (oxygen, food, shelter, water, and right climate) Students will draw a picture and write a sentence about each need. Think about a natural disaster and how it might affect an animal’s survival and the food chain. Example: If a logging company comes in and cuts down a forest, how will that affect the animals that live there and the food chain. How will that affect humanity? 9 Square Choiceboard – on google drive Blog: Flipping for First Grade Polar Bear


http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm

Catawba Science Center Field Trip: Squid Science (adaptation of squid) Animals In Winter Survival Experiment: http://discoverandlearn.blogspot.com/2010/01/animals-in-winter.html Promethan Planet: Design a Species Other Resources and Plans on Google Drive On netstorage under flipcharts, science, you will find Pathfinder Magazine, In Living Color. This resource is great for animal adaptations. Look here for other magazines to use for science as well. There is a teacher folder with the teacher guide for each magazine. Contact Tracy Chapman or your Instructional Coach for help navigating this resource if needed.

http://discoverandlearn.blogspot.com/2010/01/animals-in-winter.html


Unit: Earth in the Universe Unit (4.E.1.1, 4.E.1.2) Grade 4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth.

Transfer: Students will be able to independently use their learning to independently use their learning to know what causes day and night. Students will understand that the moon phases occur in a predictable pattern and be able to recognize those phases as part of a monthly cycle.

Meaning


.E.1.1

Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays from the sun while the other side is in darkness (day/night). This rotation occurs over a 24-hour period. Students know that the moon rotates and revolves around the Earth. The moon’s appearance (phase) is determined by its position relative to the Earth and the Sun. The appearance of the moon changes in a specific pattern and repeats this sequence over the course of approximately 28 days. During part of this cycle, the moon’s visible portion appears to grow larger (waxes). This is followed by a period during which the moon’s visible portion appears to reduce in size (wanes). Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter.


What would happen to our environment if the Earth did not rotate? What are the effects of longer and shorter days on different cultures? Why does the moon appear to be different sizes? What affects does the moon have on the world around us?

Acquisition

Students will know:

Students will know that the earth rotates every 24 hours which causes day and night. Students will know the moon changes in a specific pattern over a period of time.


Students will be skilled at understanding how the rotation of the earth affects different time zones of the world. Students will be skilled at representing and explaining the phases of the moon using a model.

Essential Vocabulary: axis, rotate, time zone, prime meridian, waxing, waning, phases, rotation

IT Standards: 4.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes. 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activity.

IT Strategies: Research different countries and their time zones and how that affects their daily living, industry, and finances. Research the phases of the moon. Create a moon phase chart on the computer using a graphic organizer.

Unit Title: Earth in the Universe Grade: 4 Subject: Science

STAGE 2

Understandings:

.E.1.1

Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays from the sun while the other side is in darkness (day/night). This rotation occurs over a 24-hour period. Students know that the moon rotates and revolves around the Earth. The moon’s appearance (phase) is determined by its position relative to the Earth and the Sun. The appearance of the moon changes in a specific pattern and repeats this sequence over the course of approximately 28 days. During part of this cycle, the moon’s visible portion appears to grow larger (waxes). This is followed by a period during which the moon’s visible portion appears to reduce in size (wanes). Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last Quarter.

Essential Question(s): What would happen to our environment if the Earth did not rotate? What are the effects of longer and shorter days on different cultures? Why does the moon appear to be different sizes? What affects does the moon have on the

world around us?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Oreo Activity:

http://betterlesson.com/lesson/25

74/phases-of-the-oreo

Sorting Activity:

http://serc.carleton.edu/files/sp/m

nstep/activities/lunar_flipbook.pd

f


Create a student made

poster of the phases of the

moon in sequence from

new moon to new moon.

Write a commercial about

why an alien might choose

to live on the earth

explaining why we have

day and night and how that

is beneficial to us and our

survival. After they have

written their commercial

they will perform it while a

peer records it using a

flipcam or ipad. Students

will present commercials in

class.

http://betterlesson.com/lesson/2574/phases-of-the-oreo

http://betterlesson.com/lesson/2574/phases-of-the-oreo

http://serc.carleton.edu/files/sp/mnstep/activities/lunar_flipbook.pdf



STAGE 3






E – How will student self -Evaluate and reflect on learning?



Resources:

Science Support Pack from NCDPI wiki:

http://scnces.ncdpi.wikispaces.net/K-5+Science+Resources

Field trip to science center (moon phases) Earth, Moon,

and Stars @ Catawba Science Center

Moon phases:

http://www.woodlands-junior.kent.sch.uk/time/moon/shape.htm

Pinterest

http://lh5.ggpht.com/_EaPvirzhgh0/TbCFb3UlMgI/AAAAAAAADb

U/qSyb0M1eGRw/s1600-h/SpaceUnit0322.jpg

Oreo idea: http://4.bp.blogspot.com/-

xbbacP29QlM/TmklGlAusZI/AAAAAAAAITw/qdHESB-

gJPc/s200/128433850_1fTxpLo4_c.jpg

Lunar Animated Flipbook: google Utah Education Network and in the search bar type in moon phases flipbook

Strategies:

Using a lamp for sun and a stick with Styrofoam ball for moon and students will show and experience the phases of the moon. Create oreo representations of the phases of the moon. Create animated flipbooks of the lunar cycle.


http://www.woodlands-junior.kent.sch.uk/time/moon/shape.htm

http://lh5.ggpht.com/_EaPvirzhgh0/TbCFb3UlMgI/AAAAAAAADbU/qSyb0M1eGRw/s1600-h/SpaceUnit0322.jpg

http://lh5.ggpht.com/_EaPvirzhgh0/TbCFb3UlMgI/AAAAAAAADbU/qSyb0M1eGRw/s1600-h/SpaceUnit0322.jpg

http://4.bp.blogspot.com/-xbbacP29QlM/TmklGlAusZI/AAAAAAAAITw/qdHESB-gJPc/s200/128433850_1fTxpLo4_c.jpg



YouTube Video on netstorage

www.discoveryeducation.com

Brain Pop

Lunar flipbook with sun:

http://www.classroomzoom.com/lessons/257/phases-of-the-moon-

flip-book

NCDPI Wiki Unit: Earth in the Universe:


Free app: Solar Walk

www.sciencekids.com Games; Earth, Sun and Moon


http://www.classroomzoom.com/lessons/257/phases-of-the-moon-flip-book

http://www.classroomzoom.com/lessons/257/phases-of-the-moon-flip-book


http://www.sciencekids.com/


Unit: Energy: Conservation and Transfer Unit (4.P.3.1, 4.P.3.2) Grade 4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.

Transfer: Students will be able to independently use their learning to… recognize the process of an electrical circuit and that electrical energy transfers to thermal energy which we use every day. Students will be able to independently use their learning to know how to identify the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing). They will understand that a mirror reflects images, some objects refract light and various materials absorb light.

Meaning


4.P.3.1

Students will understand that light, heat, sound, electrical and energy of motion are

forms of energy. They need to know that electricity flowing through an electrical

circuit produces magnetic affects in the wires. They need to know that electrical

energy is transferred to objects which in turn create thermal energy.

4.P.3.2

Students know that light travels in a straight line. Students know that light can be

refracted, reflected, and/or absorbed.


Why do we need energy transformations? How does energy transformations apply in today’s world? Why does light energy travel in a straight line and how do we know? Why does light bend? Why do people often choose not to wear black on a summer day? How is light energy beneficial?

Acquisition

Students will know:

4.P.3.1 Students will know that energy is produced in a closed circuit and that it is essential to our everyday life.

4.P.3.2 Students know that light travels in a straight line. Students know that light can be refracted, reflected, and/or absorbed.


Students will be skilled at identifying the basic forms of energy that cause motion or create change.

Essential Vocabulary: circuit, energy, transfer, thermal, magnetic, battery, reflected, refracted, absorbed, light energy, prism, mirror, convex, concave

IT Standards: 4.TI.1. Use technology tools and skills to reinforce classroom concepts and activities

IT Strategies: Create a video clip using a basic form of energy to document a transfer of energy causing motion or change. Students will design a power point that includes how light is reflected, refracted and absorbed.

Unit Title: Grade: Subject:

STAGE 2

Understandings:

4.P.3.1

Students will understand that light, heat,

sound, electrical and energy of motion are

forms of energy. They need to know that

electricity flowing through an electrical

circuit produces magnetic affects in the

wires. They need to know that electrical

energy is transferred to objects which in

turn create thermal energy.

4.P.3.2

Students know that light travels in a straight

line. Students know that light can be

refracted, reflected, and/or absorbed.


Why do we need energy transformations? How does energy transformations apply in today’s world? Why does light energy travel in a straight line and how do we know? Why does light bend? Why do people often choose not to wear black on a summer day? How is light energy beneficial?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Light:

Wrap a thermometer, one in black

paper, white paper. Put the two

thermometers in a sunny window

sill. Predict which one will heat

faster. Read each thermometer

after 10 minutes and record

temperatures. Write about what

happened to each thermometer.

Infer why you think this

happened. Hypothesize what do

you think would happen if you

tried different colors of paper.

Test your hypothesis.

Multiple Energy Formative

Assessments at this link:

http://www.nrel.gov/education/pdf

s/educational_resources/elementar

y/energy_basics.pdf


Students will create a

flipbook or lapbook

classifying these types of

energy; heat, light, sound,

electrical, magnetic. They

will sort pictures of the

various types of energy and

write a short paragraph on

each type of energy about

why it’s important and how

it is used.

http://www.nrel.gov/education/pdfs/educational_resources/elementary/energy_basics.pdf



STAGE 3

Approximate number of days spent on unit:








Resources:

4th

Harcourt Science Book: pp. E30-E57, Sound E58-E85.

4th

McMillan McGraw Hill (c. 2006): pp. F2-F65, Forms of Energy Unit

4th

McGraw Hill (c. 2000): pp. 261-284

Discovery Education Video: several videos

YouTube Video: Non-newtonian Fluid on a Speaker Cone (netstorage)

Anneberg Media Videos:

http://www.learner.org/workshops/energy/workshop1/?pop=yes&pid=1708

Webquest: www.catawba.k12.nc.us/techtrac/plus/mucinhoupt/

Brain Pop Video: Energy Sources, Light

Discovery Education video: Heat, Temperature, and Energy

Webpage: www.sciencekids.com , games: Sun, Light, and Shadows; Light

and Dark; Friction; Changing Sounds; Changing Electricity Circuits;

Light, Absorb, Reflect, Refract

Strategies:

Hook to Light Refraction: Color Uncolored (free app

for Ipad)

Hook to Energy:

Brain Pop Videos: (introduction type videos; Forms of

Energy, Energy Sources, Light, and more)

Chocolate Kiss experiment: (heat energy)

- 1 kiss in open hand/ 1 kiss in closed hand

- Predict what will happen

- Activity is on google drive

Looking Into Light Activity: Give students a variety of

materials, ie. wax paper, -paper towel, cardboard, foil,

plastic wrap, tissue, paper, wood, black poster board,

water, glass…

- Hold into light and classify as transparent,

translucent, or opaque.

http://www.learner.org/workshops/energy/workshop1/?pop=yes&pid=1708

http://www.catawba.k12.nc.us/techtrac/plus/mucinhoupt/


www.studyjams.scholastic.com ; Energy, Light, Sound

www.findsounds.com This website has sounds you can play.

http://www.studyjams.scholastic.com/

http://www.findsounds.com/


Unit: Magnets and Motion (4.P.1.1 & 4.P.1.2) Grade 4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.

Transfer: Students will be able to independently use their learning to understand and investigate the properties of magnetism and compare various types of magnets. Students will be able to independently use their learning to understand the relationship between electricity and magnetism.

Meaning


4.P.1.1

Students know that a magnet pulls on all things made of iron without touching them, and that this pulling can result in motion. Students know that a magnet attracts some metals, but not all of them. Students know that a magnet has a force field and poles that determine how a metal affected by the magnet will behave within its field. 4.P.1.2

Students know that an object that has been electrically charged pulls or pushes on all other charged objects and that this can result in motion. Students know that electrical charges can result in attraction, repulsion or electrical discharge.


Why do magnetic objects move in different ways? How do magnetic objects move without being touched? How do forces affect the motion of an object? How are the forces of electricity and magnetism connected?

Acquisition

Students will know that magnetism is a force that can make some things move without touching them. Students will know how electricity and magnetism produce motion

Students will be skilled at making predictions and drawing conclusions about magnets’ interaction with other objects. Students will be skilled at creating an electromagnet and test it.


: repel, attract, push, pull, magnetic force field, magnetic poles, attraction, repulsion, discharge, permanent magnets, electromagnets,

IT Standards: 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities

IT Strategies: Create a short “Magnetic Magic Show” video clip and explain your “magic”. Research how magnets are used in our everyday world.

Unit Title: Magnets and Motion Grade: 4 Subject: Science

STAGE 2

Understandings:

4.P.1.1

Students know that a magnet pulls on all things made of iron without touching them, and that this pulling can result in motion. Students know that a magnet attracts some metals, but not all of them. Students know that a magnet has a force field and poles that determine how a metal affected by the magnet will behave within its field. 4.P.1.2

Students know that an object that has been electrically charged pulls or pushes on all other charged objects and that this can result in motion. Students know that electrical charges can result in attraction, repulsion or electrical discharge. Essential Questions:

Why do magnetic objects move in different ways? How do magnetic objects move without being touched? How do forces affect the motion of an object? How are the forces of electricity and

magnetism connected?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Science Journal: Write about how

magnets are used in everyday life.

(what is their purpose)

Evaluate why certain objects are

attracted by magnet and others

are not attracted. Justify your

thinking to a peer.


Divide your class into 4 or 5

Demolition Teams. Your

company has just demolished a

building and you are left with

the task of separating the

building materials for recycle.

Your team assignment is to

design and construct an

electromagnet that will pick up

as much metal material as

possible at one time. (paper

clips) Demolition teams will

demonstrate the strength of

their electromagnets by the

amount of metal that can be

picked up at one time.

Each team will receive:

2 D cell batteries

7 to 10 wires

3 Paper clips

1 Nail

For competition, have a

bag of 50 paper clips

ready.

STAGE 3

Approximate number of days spent on unit: 3 weeks








Resources: Science Support Pack from NCDPI wiki:


4th

McGraw Hill Science book; Unit 3, chap. 5&6

Catawba Science Center Field Trip: Magnetricity

4th

Harcourt Science; pp. E102-E115

Webpage: www.sciencekids.com (games, magnets and springs)

Discovery Education: Electricity and Magnetism: The Magic of Magnets [17:14]

Brain Pop: Zaddit videos; Magnetism; Electromagnets

Another Brain Pop :

http://www.brainpop.com/science/motionsforcesandtime/magnetism/preview.weml

NCDPI Wiki Science Unit:

http://scnces.ncdpi.wikispaces.net/K5+Science+Resources

Strategies:

Hook and Hold Activity: http://www.rockabyebutterfly.com/2011/10/magnet-painting.html

Create an electromagnet:

http://hilaroad.com/camp/projects/magnet.html

Hook and Hold: Give students a bag of materials and

predict magnetic attraction (yes or no). Write about

what were you surprised about and why?

4th

McGraw Hill Science Book: Lab on page 185. (Bar

Magnet Like a Compass)



http://www.brainpop.com/science/motionsforcesandtime/magnetism/preview.weml

http://scnces.ncdpi.wikispaces.net/K5+Science+Resources

http://www.rockabyebutterfly.com/2011/10/magnet-painting.html

http://www.rockabyebutterfly.com/2011/10/magnet-painting.html

http://hilaroad.com/camp/projects/magnet.html

Science A-Z Book: Electricity and Magnetism, with resource cards, vocab,

discussion questions, etc.


Unit: Environmental Awareness Unit (4.L.1.3) Grade 4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion).

Transfer: Students will be able to independently use their learning to… become responsible citizens who know how to plant vegetation and recycle in an effort to adapt to changing habitats.

Meaning

Understandings: Students will understand that humans can adapt

their behavior in order to conserve the materials and preserve the ecological

systems that they depend on for survival.

Essential Question(s): Why do people need to adapt to changing habitats? How do people respond to changing habitats? Why do we try to conserve materials and preserve ecosystems?

Acquisition

Students will know that habitats are constantly changing and humans are constantly adapting their behaviors to meet those changes.

Students will be skilled at recognizing changing habitats and the impact of those changes for humans.

Essential Vocabulary: adapt, behavior, habitats, recycling, erosion, rain gardens, conserve, ecological system, preserve

IT Standards: : 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.

IT Strategies: Students will create a short video clip of themselves as an environmental consultant solving an environmental problem like erosion, flooding, water runoff, or recycling issue.

Unit Title: Grade: Subject:

STAGE 2

Understandings:

Students will understand that humans can adapt their

behavior in order to

conserve the materials and

preserve the ecological

systems that they depend

on for survival.


Why do people need to adapt to changing habitats? How do people respond to changing habitats? Why do we try to conserve materials and preserve ecosystems?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Create a poster of items that can

be recycled at our school.

Students cut out pictures and

put them on a T chart labeled

garbage and recycling.

Students write a paper about

how their life would be different

if we didn’t take care of our

environment.


Demonstrate what you have

learned by participating in a

school wide earth day.

Students will discover and

write a plan for how to

make the school campus

more environmental

friendly and sustainable.

STAGE 3

Approximate number of days spent on unit: 2 weeks








Resources:

Contact Agriculture Extension Dept. They do a recycling

unit as well as agriculture activities.

Science Weekly – aligns to curriculum, go to

www.scienceweekly.com for sample, brochure, and

pricing) Just fyi, they have one for NC social studies, too.

Pegasus Book called Trash.

Pinterest – type in Earth Day Ideas and you will find a

plethora of activities.

Oriental Trading – Can buy reusable bags for students to

paint and take home.

Google Earth Day Activities.

Strategies:

Hook and Hold: Speaker from Agriculture Ext. Dept. Evaluate and Reflect on Learning: Create and post visual reminders for staff and students that explain what we have learned about recyclilng. The Lorax with extension activites (see google docs)

http://www.scienceweekly.com/


Unit: Healthful Living Unit (4.L.2.2, 4.PCH.4.1, PCH 4.2, PCH.4.3, PCH.4) Grade 4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.L.2.2 Explain the role of vitamins, minerals and exercise in maintaining a healthy body. 4.PCH.4.1 Understand wellness, disease prevention, and recognition of symptoms. 4.PCH.4.2 Understand body systems and organs, functions, and their care. 4.PCH.4.3 Analyze health information and products 4.PCH.4 Understand necessary steps to prevent and respond to unintentional injury.

Transfer: Students will be able to independently use their learning to… know how to maintain a healthy body. Students will be able to independently use their learning to be able to respond to a person with a health disease or an unintentional injury.

Meaning


4.L.2.2

Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Students know that vitamins and minerals are found in healthy foods, as well as dietary supplements. Students also know that movement is essential to the growth, development and maintenance of the human body and its systems. 4.PCH.1.1 Explain how to prevent or control common childhood illnesses and conditions such as asthma, allergies, diabetes, and epilepsy. 4.PCH.1.2 Recognize methods that prevent the spread of germs that cause communicable diseases. 4.PCH.2.1 Identify the basic components and functions of the respiratory system. 4.PCH.2.2 Summarize habits to care for the skin. 4.PCH.3.1 Outline the functions of various health products. 4.PCH.3.2 Analyze advertisements of health products and services in terms of claims made and the validity of those claims. 4.PCH.4.1 Explain why it is safe to be a friend of someone who has a disease or health condition (cancer, HIV, asthma, or epilepsy).


Why do advertisements boast of added vitamins and minerals in foods we consume? How can we maintain a healthy body? Why does the public need to be informed about health conditions of others? How do people respond to unintentional injuries? What can people do to prevent unintentional injuries?

4.PCH.4.2 Identify personal protection equipment needed for sports or recreational activities. 4.PCH.4.3 Illustrate skills for providing first aid for choking victims (including the Heimlich maneuver)

Acquisition

Students will know: why vitamins, minerals and exercise contribute to a healthy body and how taking care of their body relates to body systems and their care. Students will know how to follow basic first aid guidelines to help someone who has been injured

Students will be skilled at: taking care of their body by including vitamins, minerals and exercise in their daily routines

Students will be skilled at knowing how to avoid unintentional injuries and how to respond to them in the event of an accident.

Essential Vocabulary: vitamins, minerals, exercise, supplements, dietary, essential, respiratory system, skin care, health products, communicable, asthma, allergies, diabetes, epilepsy

IT Standards: 4.RP.1. Implement a research process by collaborating effectively with other students.

IT Strategies: : In a small group, research how not eating foods with proper vitamins and minerals impact growth in humans. Include information from at least 3 countries outside the US. Present your information as a group using photostory.

Understandings: 4.L.2.2 Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Students know that vitamins and minerals are found in healthy foods, as well as dietary supplements. Students also know that movement is essential to the growth, development and maintenance of the human body and its systems. 4.PCH.1.1 Explain how to prevent or control common childhood illnesses and conditions such as asthma, allergies, diabetes, and epilepsy. 4.PCH.1.2 Recognize methods that prevent the spread of germs that cause communicable diseases. 4.PCH.2.1 Identify the basic components and functions of the respiratory system. 4.PCH.2.2 Summarize habits to care for the skin. 4.PCH.3.1 Outline the functions of various health products. 4.PCH.3.2 Analyze advertisements of health products and services in terms of claims made and the validity of those claims.

4.PCH.4.1 Explain why it is safe to be a friend of someone who has a disease or health condition (cancer, HIV, asthma, or epilepsy). 4.PCH.4.2 Identify personal protection equipment needed for sports or recreational activities. 4.PCH.4.3 Illustrate skills for providing first aid for choking victims (including the Heimlich maneuver) Essential Questions:

Why do advertisements boast of added vitamins and minerals in foods we consume? How can we maintain a healthy body? Why does the public need to be informed about health conditions of others? How do people respond to unintentional injuries? What can people do to prevent unintentional injuries?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report, select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Heart Rate Activity: After

doing the activity student would

formulate personal health goals

to improve or maintain their

health based on their findings.

Glo Germ Kit Activity – Obtain

glo powder from ACSFS. (Ask

your school nurse) Put on hands

and then wash. Put hands under

the black light. After the

activity, student will research

and write about what kinds of

germs and or diseases spread

due to unclean hands.


Students will create a

foldable about allergies,

epilepsy, diabetes, and

asthma. Students will

include what each illness

is and how to prevent

them. They will include

some information about

what to do in an

emergency situation.

Construct a plan to limit

or prevent injuries during

a school wide field or fun

day. Create a flyer about

preventing injuries to

send to homeroom

teachers.

STAGE 3









Resources:

BAT; Basic Aid Training from the Red Cross. CPR manuals from Red Cross has good information. Wal-Mart will donate pedometers. Jump rope for Heart.

Article: How to Teach Basic First to Kids:

http://www.ehow.com/how_7690979_teach-basic-first-

aid-kids.html

Smithsonian Institute Books (contact Brittany Daniels at

HES) Books on nutrition as well as rocks and minerals,

etc.)

Strategies: Hook and Hold: Have school nurse come in and speak about epilepsy, asthma, allergies, and diabetes. Complete BAT book along with training.

Activity: Breathe through a straw, then jump rope, and breathe

through a straw again. This shows how you might feel if you

have asthma.

Heart Rate Activity: Take your pulse. Jump up and down for

minute. Then, retake pulse. If your heart beats faster think about

what you can do to strengthen your heart.

Tie in field day and create an understanding of necessary steps

to prevent injury.

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Alexander County Schools 2012-2013 Grade... · Alexander County Schools 2012-2013 Unit: Matter, Properties and Change Unit (4.P.2.1) Grade 4 Q1 Q2 Q3 Q4 Common Core and/or Essential

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