ROSE TREE MEDIA SCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: / SCIENCE
GRADE LEVEL: / GRADE 4
CREATION DATE: / August, 2001
Essential Question, Concept or Theme: A. Motion and Design: Students will design and build vehicles to develop an understanding of the interrelationship between energy, force, friction, and gravity of moving objects. / Approx. Time Allotment: 8–9 wks. /
PA Standards: 3.1.4A,B,D,E; 3.2.4.A-D; 3.4.4 A-C; 3.4.6 C; 3.7.4 A; 3.4.7B; 3.8.4 A,B,C /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
A.  Motion and Design
1. Students will develop an understanding of the interrelationship between energy, force, friction, and gravity of moving objects by designing and building their own vehicles and recording their designs using technical two and three view drawings.
a. Describe patterns that regularly occur and reoccur in nature.
b. Explain how scale is an important attribute of natural and human made objects, events, and phenomena.
c. Predict the effect of an applied force on how a vehicle moves.
d. Show that an unbalanced force is needed to make a resting object move, to bring a moving object to rest, or to change the direction of a moving object.
e. Evaluate vehicle design and friction.
f. Describe that air resistance is a force that can slow the speed of a moving vehicle.
g. Describe the effects of gravity on moving objects.
2. Students will design, build, test, and modify vehicles to meet design requirements using the concepts of motion.
a. Identify the parts and functions of the parts of a vehicle, including the wheels and the propeller.
b. Construct scale models of vehicles to test the forces of gravity, friction and weight on an object.
c. Record vehicle designs through drawing.
d. Record and compare distances a vehicle travels under various conditions.
e. Design, build, test, and modify vehicles to meet design requirements.
f. Build vehicles from technical two and three-view drawings. / 1. Journal documentation of activity observations.
2. Final "design challenge" from STC.
3. Recording of observations.
Suggested
4. Class discussion
5. Observational check lists (teacher)
6. Self assessments ( see T. Gd. p.173)
7. Oral presentations
8. Teacher made quizzes and tests.
9. Group work / STC Motion and Design Teacher's Guide
STC Motion and Design Student Activity Book
STC Motion and Design Kit
Science folders to record observations / Teacher may use any and all of the following strategies to elicit responses and engage students:
Think and wonder (STC Teacher’s Guide)
Find Out for Yourself (STC Teacher’s Guide)
Ideas to explore (STC Teacher’s Guide)
Classroom discussions
Brainstorming of topics and ideas
Webbing of concepts and ideas
Venn diagrams
Cooperative learning groups
Learning centers
Essential Question, Concept or Theme: A. Motion and Design: Students will design and build vehicles to develop an understanding of the interrelationship between energy, force, friction, and gravity of moving objects. / Approx. Time Allotment: 8 – 9 weeks /
PA Standards: 3.1.4 A,B,D,E; 3.2.4A,B,C,D; 3.4.4 A,B,C; 3.4.6 C; 3.7.4 A; 3.4.7B; 3.8.4 A,B,C /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
A.
Adaptations may include but are not limited to the following:
Extended time
Preferential seating
Hands-on activities
Study guide
Word Banks
Peer Coaching
Manipulatives
Wait time
Study Guide
Visual clues
Keywords
Teacher as individual aide
Pictures instead of writing
Visualize the auditory
Peer tutors
Student I.E.P. recommendations.
Internet sights of interest and interactive Web sites / STC Teacher’s guide (p.174) build a vehicle for racing.
STC Discovery Cards (independent work and research)
Use recycled or discarded materials from home to build a vehicle / 1. One-on-one help
2. Reteach using other living and non-living objects (Microworlds)
3. Peer coaching
4. Differentiated instruction based on learning style
5. Use of Windows on Science Laser Disc Program / 1. Math - Using the standard vehicle you built in Lesson 2. Evaluate the cost, and then suggest some ways to reduce the cost. (Motion and Design)
2. Social Studies - Research the Hoover Dam and the Aswan High Dam on the Internet listing its advantages and disadvantages. (Land and Water)
3. Language Arts - Write a story about an imaginary creature that splits itself in half to produce an identical twin. (Microworlds)
Essential Question, Concept or Theme: B. Land and Water: Students investigate various interactions between land and water through the use of stream table models. / Approx. Time Allotment: 8 – 9 weeks /
PA Standards: B. 3.1.4.B-E; 3.2.4 A-D; 3.3.4 A,D; 3.4.4 A; 3.5.4 A-D, 3.6.4 A; 3.7.4 A-B; 3.8.4 A-C; 4.1.4 A,B,D,E; 4.3.4.B,C; 4.4.4 A; 4.6.4 A-C; 4.8.4 B-D; 4.9.4 A /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
B. Land and Water
1. Students will describe the different components and properties of land materials.
SKILLS:
a. Describe the porous and adhesive qualities of land materials.
b. Explain that soil is a composite of weathered materials and organic matter at the earth's surface, and that each soil component has unique properties.
c. Describe the similarities and differences between various streambeds.
2. Students will explain the water cycle through the processes of evaporation, condensation, precipitation, and the passage of water.
a. Build a model of land and water to illustrate the processes of evaporation, condensation, and precipitation and the passage of water over and through land.
b. Build models to illustrate that tributaries are branches of streams that converge to form the trunk of a larger stream, or river.
c. Predict how a landscape will affect the flow of water through modeling.
d. Compare the experience of using land and water models with actual land and water interactions. / Required
1. Journal documentation and recording of activity observations.
2. Design and build a landscape model as described in STC kit.
Suggested
3. Class discussion
4. Observational check lists (teacher)
5. Self assessment (see Tg. P.205)
6. Oral presentations
7. Teacher made quizzes and tests
8. Group work / STC Land and Water Teacher's Guide
STC Land and Water Student Activity Book
STC Land and Water kit
Science folders to record observations
Lap-Top Cart: Soil and Water Cycle Software / Teacher may use any and all of the following strategies to elicit responses and engage students:
Think and wonder (STC Teacher’s Guide)
Find Out for Yourself (STC Teacher’s Guide)
Ideas to explore (STC Teacher’s Guide)
Classroom discussions
Brainstorming of topics and ideas
Webbing of concepts and ideas
Venn diagrams
Cooperative learning groups
Learning centers
Essential Question, Concept or Theme: B. Land and Water: Students investigate various interactions between land and water through the use of stream table models. / Approx. Time Allotment: 8- 9 weeks /
PA Standards: B. 3.1.4.B-E; 3.2.4 A-D; 3.3.4 A,D; 3.4.4 A; 3.5.4 A-D, 3.6.4 A; 3.7.4 A-B; 3.8.4 A-C; 4.1.4 A,B,D,E; 4.3.4.B,C; 4.4.4 A; 4.6.4 A-C; 4.8.4 B-D; 4.9.4 A /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
B.
Adaptations may include but are not limited to the following:
Extended time
Preferential seating
Hands-on activities
Study guide
Word Banks
Peer Coaching
Manipulatives
Wait time
Study Guide
Visual clues
Keywords
Teacher as individual aide
Pictures instead of writing
Visualize the auditory
Peer tutors
Student I.E.P. recommendations.
Internet sights of interest and interactive Web sites / B.
Challenge students to apply what they have learned about runoff and ground water by investigating the path of polluted running water. (p.207)
Use of Laptop Cart - Soil and Water Cycle CD- ROM program
Independent research projects
Independent readings and interactive Internet
Use of STC activity cards provided in kit - numerous additional project ideas / B.
1. One-on-one help
2. Reteach using other living and non-living objects (Microworlds)
3. Peer coaching
4. Differentiated instruction based on learning style
5. Use of Windows on Science Laser Disc Program / B.
1. Math - Using the standard vehicle you built in Lesson 2. Evaluate the cost, and then suggest some ways to reduce the cost. (Motion and Design)
2. Social Studies - Research the Hoover Dam and the Aswan High Dam on the Internet listing its advantages and disadvantages. (Land and Water)
3. Language Arts - Write a story about an imaginary creature that splits itself in half to produce an identical twin. (Microworlds)
Essential Question, Concept or Theme: C. Microworlds: Students investigate both living and nonliving specimens with a variety of magnifiers, including the microscope. / Approx. Time Allotment: 8 – 9 weeks /
PA Standards: 3.1.4 B; 3.2.4 A,B,C,D; 3.3.4 A,B,D; 3.7.4 A,B /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
C. Microworlds
1. Students will learn the properties and function magnifiers.
a. Using magnifiers, including hand lenses and microscopes, students will observe living and non-living specimens.
2. Students will become skilled at using microscopes, slides, cover slips, droppers, and other related apparatus.
a. Prepare microscope slides for viewing
b. Determine which of various objects can be magnified.
c. Measure small objects using hair-widths and millimeters
3. Students will identify a variety of specimens, both living and non-living, under magnification.
a. Describe how microorganisms have many of the same needs as other living things.
b. Describe the interactions between living things and their environment.
c. Communicate detailed observations through writing, drawing, and discussion / Required
1. Journal documentation and recording of activity observations.
2. Looking at Hay Infusions (STC lessons 15 & 16).
Suggested
3. Sharing chinquapin poems
4. Class discussions
5. Slide preparation
6. Proper use of microscope
7. Self assessments (see Tg. P.93)
8. Oral presentations
9. Teacher made quizzes and tests
10. Group work / Microworlds' Teacher’s Guide
Microworlds’ Student Activity Book
Microworlds’ kit
Science folders to record observations
Live specimens / Learning Centers that include magnifying glasses, microscopes with slides or objects to observe
Demonstration of proper use of magnifying glasses or hand lenses
Modeling of use of microscopes
Diagrams of parts and functions of the parts of the microscope (overhead, computer generated, etc.)
Classroom discussions
Use of Windows on Science Laser Disc Program
Essential Question, Concept or Theme: C. Microworlds: Students investigate both living and nonliving specimens with a variety of magnifiers, including the microscope. / Approx. Time Allotment: 8 – 9 weeks /
PA Standards: 3.1.4 B; 3.2.4 A,B,C,D; 3.3.4 A,B,D; 3.7.4 A,B /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
C.
Adaptations may include but are not limited to the following:
Extended time
Preferential seating
Hands-on activities
Study guide
Word Banks
Peer Coaching
Manipulatives
Wait time
Study Guide
Visual clues
Keywords
Teacher as individual aide
Pictures instead of writing
Visualize the auditory
Peer tutors
Student I.E.P. recommendations.
Internet sights of interest and interactive Web sites / C.
A microworld mural featuring some of your favorite microbes. (p.91)
Preparation of slides for class
Independent investigation of microworlds / C.
1. One-on-one help
2. Reteach using other living and non-living objects (Microworlds)
3. Peer coaching
4. Differentiated instruction based on learning style
5. Use of Windows on Science Laser Disc Program / C.
1. Math - Using the standard vehicle you built in Lesson 2. Evaluate the cost, and then suggest some ways to reduce the cost. (Motion and Design)
2. Social Studies - Research the Hoover Dam and the Aswan High Dam on the Internet listing its advantages and disadvantages. (Land and Water)
3. Language Arts - Write a story about an imaginary creature that splits itself in half to produce an identical twin. (Microworlds)
Essential Question, Concept or Theme: D. Wetlands - Optional: Students will learn about various types of wetlands and the plants and animals that live there. / Approx. Time Allotment: 4 – 5 weeks /
PA Standards: /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
D. Wetlands – Optional / D. Wetlands - Optional / D. Wetlands - Optional / D.  Wetlands –Optional
Essential Question, Concept or Theme: D. Wetlands - Optional: Students will learn about various types of wetlands and the plants and animals that live there. / Approx. Time Allotment: 4 – 5 weeks /
PA Standards: /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
D.
Adaptations may include but are not limited to the following:
Extended time
Preferential seating
Hands-on activities
Study guide
Word Banks
Peer Coaching
Manipulatives
Wait time
Study Guide
Visual clues
Keywords
Teacher as individual aide
Pictures instead of writing
Visualize the auditory
Peer tutors
Student I.E.P. recommendations.
Internet sights of interest and interactive Web sites / D.
STC Teacher’s guide (p.174) build a vehicle for racing.
STC Discovery Cards (independent work and research)
Use recycled or discarded materials from home to build a vehicle / D.
1. One-on-one help
2. Reteach using other living and non-living objects (Microworlds)
3. Peer coaching
4. Differentiated instruction based on learning style
5. Use of Windows on Science Laser Disc Program / D.
1. Math - Using the standard vehicle you built in Lesson 2. Evaluate the cost, and then suggest some ways to reduce the cost. (Motion and Design)
2. Social Studies - Research the Hoover Dam and the Aswan High Dam on the Internet listing its advantages and disadvantages. (Land and Water)
3. Language Arts - Write a story about an imaginary creature that splits itself in half to produce an identical twin. (Microworlds)
Science – Grade 4 / Page 1 of 9 / November, 2001