School Board of Manatee County by benbenzhou

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									                                                    Manatee Core Curriculum Unit Overview
                                                                 Science Grade 4
                                                   Unit 5: Earth’s Physical Structure (45 Days)



               Key Learning:       The Earth is constantly changing and there is a need to protect the natural systems on Earth.


                                                             Unit Essential Question
                                            How do the processes that shape the Earth affect our lives?



                      Concept                                            Concept                                        Concept
Rocks and Minerals                                     Earth’s Resources                             Natural Events that Change the Earth’s Surface
SC.4.E.6.1; SC.4.E.6.2; SC.4.E.6.4; SC.4.E.6.5         SC.4.E.6.3; SC.4.E.6.6                        SC.4.E.6.4
            Lesson Essential Question(s)                       Lesson Essential Question(s)                   Lesson Essential Question(s)
 What are the three categories of rocks?               What are renewable resources?                What are the natural events that change
 What are the physical properties of common            What are non-renewable resources?               the Earth’s surface?
    Earth forming minerals?                             What resources are available in              How can you explain the Earth’s changing
 What is the rock cycle?                                  Florida?                                      surface and core?
 How do weathering and erosion affect the
    rock cycle?

                Concept Assessment                                 Concept Assessment                              Concept Assessment
   Students will work in groups of 3-4 to create a       Teacher will generate a list of               Students write a summary of the two
    rock song, poem, Readers Theater, or rap to a          renewable and non-renewable                    essential questions: What are the natural
    familiar tune to tell the characteristics of the       resources on a worksheet and have the          events that change the Earth’s surface?
    three categories of rocks, their physical              students categorize each resource              How can you explain the Earth’s changing
    properties, the rock cycle or weathering, and          appropriately. Also, students will             surface and core?
    erosion. Groups will present to the class.             identify the resources available in
    Grading Rubric as follows:                             Florida and write a commercial about
    Group Cooperation-25 points                            them, telling why and how they are
    Concept Information-25 points
                                                           used.
    Presentation-25 points
    3-5 questions related to information presented
    to class-25 points


                                                                                                                                                  2011
                                                                                                                                             SCIENCE-1
                                                 Manatee Core Curriculum Unit Overview
                                                              Science Grade 4
                                                Unit 5: Earth’s Physical Structure (45 Days)

           Instructional Suggestions                        Instructional Suggestions                        Instructional Suggestions
Model/Introduce/Demonstrate:                        Model/Introduce/Demonstrate:                    Model/Introduce/Demonstrate:
 Show Discovery Education Streaming video:          Introduce renewable and non-                   View Video Segment: Discovery Education
  Geologist’s Notebook: Three Rocks as a class.       renewable resources by showing                  Streaming - Changes to the Earth’s Surface.
  Discuss with class and create a chart with          Discovery Education Streaming video:            Discuss natural disasters:
  characteristics of each type of rock.               Learning About Natural Resources.               http://www.nationalgeographic.com/xped
 Go to AMNH site on Earth and show students         Show Discovery Education Streaming              itions/hall/index.html?node=44
  how to navigate it. Then assign them the            video: Reducing, Reusing and
  Webquest.                                           Recycling: Environmental Concerns.
 Show Magic School Bus video from Discovery                                                        Suggested Activities:
  Education: The Magic School Bus Rocks and         Lesson Plans-                                    Living Landscapes: Are You a Disaster
  Rolls which discusses the rock cycle and          http://www.infinitepower.org/lessonplans.          http://www.nationalgeographic.com/xped
  weathering. Chart different types of              htm                                                itions/lessons/15/g35/
  weathering found.                                                                                  Erosion
 NG Leveled Books: Exploring Caves, Wind @                                                            http://atozteacherstuff.com/pages/298.sh
  Work                                              Suggested Activities:                              tml
 NG Assessment Handbook: Chapters 6,7,              Renewable Energy and Sustainability              http://www.eduref.org/Virtual/Lessons/In
  and 8, pages 33-42                                   http://www.infinitepower.org/pdf/No1            terdisciplinary/INT0133.html
 Benchmark assessment, pages 43-44                    %2096-805B.pdf
 NG Learning Masters: pages 81-116                  Anticipatory Set                                 Layers of the Earth
 NG Science Inquiry and Writing Book:                 List daily activities. Identify activities       http://www.col-ed.org/cur/sci/sci56.txt
  Chapters 6,7, and 8, pages 80-121                    that involve energy. What would life be          Use an apple to model Earth.
 NG Text: Chapters 6-8                                like without energy?                             Read, The Magic School Bus Inside the
                                                     The Advantages of Renewable Energy                Earth
Suggested Activities:                                  http://www.infinitepower.org/pdf/No2            Create a simple model to investigate the
 Go to Discovery Education: Rocks: The Solid          _96-806B.pdf                                     impact of water erosion. Click here for a
   Earth Materials: Part 02                          Wind Observations                                 lesson plan with instructions.
 Do Post Test from Discovery Education video          Energy Hog Scavenger Hunt
   Geologist’s Notebook                                http://www.energyhog.org/pdf/Scaveng
                                                       erHunt.pdf
 Students will create a rock song about the
   three categories of rocks, record it in Garage
   Band and post on their web page. (eFolio)
 Record findings in Scientific Journal.
 Have students investigate technology and

                                                                                                                                                 2011
                                                                                                                                            SCIENCE-2
                                                 Manatee Core Curriculum Unit Overview
                                                              Science Grade 4
                                                Unit 5: Earth’s Physical Structure (45 Days)

    tools used to cut and polish diamonds for
    jewelry. Have students share their findings in
    a report/PowerPoint with their team/class.
    (See NG TE pg T235)
 Making Rock Candy:
    http://www.wikieducator.org/Rock_CandyCry
    stals
 Build and investigate Mock Rocks. Click here
    for lesson plans and instructions.
                    Vocabulary                                          Vocabulary                                Vocabulary
Weathering, Erosion, Igneous, Metamorphic,            Recycle, Reuse, Reduce, Natural Resources, Weathering, Erosion, Core, Volcanoes,
Sedimentary, Molten, Fossil, Organisms, Mantle,       Environment, Protect, Conservation,        Earthquakes, Hurricanes
Inner Core, Outer Core, Crust, Luster, Cleavage,      Pollution, Litter, Conserve, Garbage,
Streak, Minerals, Properties, Pressure, Gravity       Compost, Renewable, Nonrenewable,
                                                      Phosphate, Oil, Limestone, Silicon
Unit             Students will write a public service announcement answering the unit essential question – How do the processes that shape the
Assessment       Earth effect our lives?
Resources        National Geographic text: Chapter 6, pages 209-248; Chapter 7, pages 249-288; Chapter 8, pages 289-318
                 http://player.discoveryeducation.com/index.cfm?guidAssetId=E8C767A2-D298-403B-A215-
                 CE78538A8469&blnFromSearch=1&productcode=US
                 http://www.amnh.org/ology/index.php?channel=earth
                 http://gtm-media.discoveryeducation.com/videos///11272//11272_BM.pdf
                 http://player.discoveryeducation.com/index.cfm?guidAssetId=F373599E-611E-49D4-9D91-
                 2513AF3D6B4F&blnFromSearch=1&productcode=US
                 http://player.discoveryeducation.com/index.cfm?guidAssetId=940DDC9E-ED34-46BB-AFFE-
                 622EDE16F670&blnFromSearch=1&productcode=US
                 http://player.discoveryeducation.com/index.cfm?guidAssetId=2C0D0AA6-C2A6-40DE-8143-
                 7E62BE406ECB&blnFromSearch=1&productcode=US
                 http://player.discoveryeducation.com/index.cfm?guidAssetId=427F2D1C-A09D-4D8D-858C-
                 9D62514D3D3F&blnFromSearch=1&productcode=US
                 http://geologyonline.museum.state.il.us/tools/lessons/1.1/lesson.html
                 http://www.infinitepower.org/lessonplans.htm
                 http://www.energyhog.org/adult/educators.htm
                 http://www.teachersdomain.org/resource/vtl07.math.geometry.sol.rockcandy/

                                                                                                                                             2011
                                                                                                                                        SCIENCE-3
                                               Manatee Core Curriculum Unit Overview
                                                            Science Grade 4
                                              Unit 5: Earth’s Physical Structure (45 Days)

                http://player.discoveryeducation.com/index.cfm?guidAssetId=F4C3C73F-1C1B-4900-A3B5-
                1EC9221E6541&blnFromSearch=1&productcode=US

EdVantage          Goal Setting: Students engage in concept objective by asking questions, creating hypotheses and exploring the natural
Connection          world to describe the processes that shape the Earth.


Read               Explorer Pioneer/Pathfinder—“Wind at Work”, “Exploring Caves”
Informational
Text


Writing in         Have students investigate rocks that are important natural resources where you live (phosphate, limestone, etc.). Students
Science             then produce a report, which identifies one of the important rocks, and list the minerals it contains. Students also should
                    include the uses of the rock that make it an important natural resource.



                                Look for the My Science Notebook icon for guidance on student writing activities designed to be completed in
                    students’ science notebooks.




                                                                                                                                              2011
                                                                                                                                         SCIENCE-4
                                               Manatee Core Curriculum Unit Overview
                                                            Science Grade 4
                                              Unit 5: Earth’s Physical Structure (45 Days)


                                                              UNIT ASSESSMENT
Benchmarks:       SC.4.E.6.1; SC.4.E.6.2; SC.4.E.6.4; SC.4.E.6.; SC.4.E.6.3; SC.4.E.6.6; SC.4.E.6.4

                  Throughout this unit, students will be answering the UEQ- How do the processes that shape the Earth affect our lives? The
                  questions students will be able to answer throughout the unit include the types of rocks found on Earth, what are
                  renewable/nonrenewable resources in Florida, and what are the natural events that change the Earth’s surface.
                  Throughout this unit, students should be collecting information on Rocks and Minerals, Earth’s Resources and Natural
                  Events that Change the Earth’s surface. Using these notes, students will compile a Public Service Announcement to make
                  the public aware of the ways that Earth is shaped. Use this site developed by a 5th grade teacher for her class to introduce
Teacher’s Notes   them to writing PSA’s. This is another site developed by a teacher for her class’ use of PSA’s.

                  Students have the option to show their knowledge through any type of PSA- a rap, a commercial, a song, a video, etc.
                  Students will be scored on accuracy of information about how the processes of the Earth shapes Earth. If students choose
                  to make a commercial/video, they must have their script written out, as well as a storyboard documenting each scene.
                  For teams who choose to write and perform a rap or a song, they must also have their script written out.

                  Students will write a public service announcement answering the unit essential question – How do the processes that
Unit Assessment   shape the Earth affect our lives?




                                                                                                                                              2011
                                                                                                                                         SCIENCE-5
                                         Manatee Core Curriculum Unit Overview
                                                      Science Grade 4
                                        Unit 5: Earth’s Physical Structure (45 Days)

              Various PSA examples

              PSA Websites for Kids:

                      Use this site developed by a 5th grade teacher for her class to introduce them to writing PSA’s.

                       This is another site developed by a teacher for her class’ use of PSA’s.
Resources
              (see two sites above PSA for kids)

                      Paper

                      FLIP video camera or other type of recorder (MacBook, etc.)

              Have students who need additional support work to answer the LEQ- What are the natural events that change the Earth’s
              surface? To focus their thinking on one concept instead of such a broad concept such as the UEQ. They will also write a
Adaptations
              PSA ‘warning’ the public about the various natural events that can shape the Earth, and how they can affect the people
              around them.
              Students will make a PSA focusing on the UEQ- how do the processes that shape the Earth affect our lives? They will go
              beyond the basic question, and focus on one or more ways that Earth changing affects Florida (hurricanes, erosion from
Advanced
              the Gulf of Mexico, Atlantic Ocean, mining phosphate, etc.) and how these events (natural and man-made) affect Florida.

              Use this rubric to score teams on their PSA.
RUBRIC        (Any activity sheet)




                                                                                                                                      2011
                                                                                                                                 SCIENCE-6
                                                                             Manatee Core Curriculum Unit Overview
                                                                                          Science Grade 4
                                                                            Unit 5: Earth’s Physical Structure (45 Days)


                                                                                               MODEL LESSON
Benchmarks:                                                    SC.4.E.6.4
     Lesson Essential
                                                                How do weathering and erosion affect the rock cycle?
     Question
                                                               Pass out photographs of distinctive landforms such as the Grand Canyon, rock arch, rugged coastline to
BEFORE




         Activating Prior                                      small groups of students and ask the pupils to brainstorm ideas as to how they may have been formed.
         Knowledge                                             Each group will post their ideas on chart paper and share their collected thoughts with the class. (Time: 5-
                                                               10 minutes)
                                                               landforms, weathering, erosion, surface, pressure, gravity
         Previewing Vocabulary
                                                               Teacher explains the difference between the terms erosion and weathering and the roles they play in
                                                               changing the Earth’s surface.

                                                               * The instructor shows the students 3 similar pre-formed models to represent coastlines (Use a clay base
                                                               with sandy top soil that slopes downward into a large aluminum pan. Added water covers approximately
         Gradual Release of Responsibility




                                                               one third of the clay.) The teacher asks for volunteers to measure the height and width of each of the
                                              Focus Lesson
                                                               landforms at different sections and shows the class how to record the findings. Next the teacher
                                                               demonstrates erosion and weathering by applying different sources of water (watering can with a sprinkler
                                                               cap, watering can without sprinkler cap, fan on gentle breeze and fan on high wind.) Measurements are
DURING




                                                               retaken for each model and comparisons are made between the before and after the water and wind
                                                               applications and between the gentle and strong water and wind results.



                                              Guided
                                               Instruction

                                                               In an attempt to show how rocks can wear away, the teacher guides students in an observation of how
                                              Collaborative   abrasion and water action of water wears away chalk.
                                               Learning
                                                               Materials:


                                                                                                                                                                            2011
                                                                                                                                                                       SCIENCE-7
                                            Manatee Core Curriculum Unit Overview
                                                         Science Grade 4
                                           Unit 5: Earth’s Physical Structure (45 Days)

                                For each group: A clear plastic jar w/lid; 8 small rocks; 8 small pieces of dustless chalk; timer, container of
                                water.

                                1. Place 4 pieces of the chalk and rocks in a jar and shake for 1 minute. Look for changes in the chalk and
                                record the results. Shake an additional three minutes. Make another observation and record the findings.

                                2. Empty the jar, fill it half full with water, and repeat Step 1 using 4 new pieces of chalk with the rocks.

                                3. Compare the two sets of results and make a conclusion about the effect of water on the chalk.

                                4. Each student will record his or her group’s findings in his or her science notebook.

                                *Send the teams of students to explore the school’s campus to look for examples of erosion and
                                weathering. Each team will photograph the findings and make a presentation to each of the other small
                                groups. The information will also be recorded in each individual’s science notebook.

                                Teacher will use observation of the small group presentations to check for each student’s understanding of
                                weathering and erosion. Teacher will also check each student’s science notebook for understanding and
              Independent      completion. Quiz: After numbering the original photographs on weathering and erosion that were used to
               Practice         introduce the lesson, each student will be asked to identify how the landform in the photograph had been
                                altered by weathering, erosion, or both.

        Enrichment/Extending    Students will collect magazines photographs of landforms that have been changed by weathering and
        Activity                erosion to create a classroom bulletin board
                                The teacher will ask the students to read the passage in their science book on weathering and erosion.
                                Then, the teacher will give the students a form that has two causes of weathering and erosion and two
                                different effects of weathering and erosion and will ask the students to complete the form with
AFTER




        Assessment:             information from the reading assignment.

                                The assessment will be based on each student’s understanding and completion of the form.

        Re-Teaching Focus and   Ask students to build a replica of the landform in a pan, as modeled earlier in the lesson, then, ask them to
        Strategy                explain what happens as they apply water and wind to the model. During this activity, the students are

                                                                                                                                                 2011
                                                                                                                                            SCIENCE-8
                                  Manatee Core Curriculum Unit Overview
                                               Science Grade 4
                                 Unit 5: Earth’s Physical Structure (45 Days)

     (if necessary)   asked to stress differentiating between erosion and weathering.

                      *Photographs of landforms that have been affected by weathering and erosion

                      * For each small group: A clear plastic jar with a lid; 8 small rocks; 8 small pieces of dustless chalk; a timer;
                      a container of water

                      *Three or four landforms in a pan: 3 or 4 large aluminum pans ( 9 x 13 X 3”); enough clay and sand to build
                      a sloping landform in each pan; enough water to cover 1/3 of the clay and sand formation;

Materials             *A fan with a slow and high speed

                      * A watering can with a removable sprinkling nozzle

                      *Each student will have a science notebook

                      *Enough digital cameras in order for each small group to be able to photograph examples of weathering
                      and erosion examples on campus

Accommodations        Students use NG Student Edition—pgs 294- 303 for additional resources.




                                                                                                                                        2011
                                                                                                                                   SCIENCE-9

								
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