PESTL 4th Grade Lesson Idea Alignment
January 27, 2011
Washington ii, Iron ii, Nebo ii, Millard ii, Ogden ii
Standard 1: Students will understand that water changes state as it moves through the water Cycle.
Objective 1: Describe the relationship between heat energy, evaporation and condensation of water on Earth.
a. Identify the relative amount and kind of water found in various locations on Earth (e.g., oceans have most of the water, glaciers and snowfields contain most fresh water).
b. Identify the sun as the source of energy that evaporates water from the surface of Earth.
c. Compare the processes of evaporation and condensation of water.
d. Investigate and record temperature data to show the effects of heat energy on changing the states of water.
Standard 1 / Title
The Steaming Water Vapor of Amore’
Objective 1
Describe the relationship between heat energy, evaporation and condensation of water on Earth
Activity
Place a pan of steeping water in the middle of the room and provide a bottle of chilled water to each group (different temperatures including iced water)
Have student observe the collection of water on the out of the bottle.
· Observe the water in the pan
· Science terms should be used properly (e.g., condensation , evaporation , precipitation)
Science Essentials
Science Practices / Students observe the evaporation of water and the condensation of water. They build evidence for energy transfer and the role of energy in the condensation. Students use evidence to argue an explanation of the process. Student record observations.
Observe, record, explain using evident , argue from evidence, predict
Crosscutting Concepts / Heat energy from the hot place causes the water to evaporate.
Transfer of energy from the vapor to the cold bottle causes the particles to condense onto the bottle.
Cause and effect
Models / Energy flows from the hotplate to the water
Matter is made of particle, particle of water evaporate move to the cold bottle where they condense
Matter is conserved; all the water that evaporates is still present, it is not lost
Matter cycles it changes from liquid water to water vapor and back to liquid water
Heat energy transfers from high to low; from the hot plate to the water, from the vapor to the cold ice.
Energy
Matter
4th Grade Activity Iron
Standard 1 / Title
Condensed Science
Objective 1
Describe the relationship between heat energy, evaporation and condensation of water on Earth.
Provide student a glass of ice water and watch water condense on the outside of the glass
· Students will use evidence to:
o Explain where the water drops on the outside of the glass are coming from
o Identify energy transfer
o Describe the state of the water in the air and on the glass
· Students identify examples of condensation in the environment
Science Essentials
Science Practices / Investigate and record observations
Compare the processes
Make simple predictions and inference based upon observations
Use observations to construct reasonable explanations
Pose questions about the process of condensation
Demonstrate a sense of curiosity
Observe
Predict
Inference based upon observation
Curiosity
Crosscutting Concepts / Water molecules in the air give up energy to the cold glass causing them to condense.
Cause and effect
Models / Energy is involved in all changes in matter
Energy is transferred
Matter changes state
Particles are in constant motion
Energy flows form one particle to another in collision
Energy
Matter
Standard 1: Students will understand that water changes state as it moves through the water Cycle.
Objective 2: Describe the water cycle.
a. Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).
b. Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
c. Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).
d. Construct a model or diagram to show how water continuously moves through the water cycle over time.
e. Describe how the water cycle relates to the water supply in your community.
Fourth Grade Activity NeboStandard 1 / Title
As the Water Cycles
Objective 2
Describe the water cycle.
Activity
Water cycle dice game
Set up around the room posters that are oceans 6 and 7, glacier, ground water 5 , clouds, animals 12, plants 2, snow, lakes 8, rivers 4, rain 3, and stay
Most students are in the ocean
Roll the dice and the student moves to the part of the room corresponding to the roll and label on the water cycle guide.
Add the sun. Provide a die with one only yellow side. Another die with wind if you want.
Science Essentials
Science Practices / Simulating the representation of the movement of water molecules in the water cycle.
Representation of a model
Crosscutting Concepts / The water cycle is a system that the sun provides energy for the water to move within a cycle.
System
Models / Water is matter and made of particles. The water cycles and is conserved.
Energy is involved in the movement of water in the water cycle.
Energy from the sun powers the cycling of water molecules on Earth.
Matter
Energy
Universe and Earth
Fourth Grade Activity -Nebo
Standard 1 / Title
Pop Goes the Cycle
Objective 2
Describe the water cycle.
Activity
Using 2 two-liter bottles to make a system … see diagram for more details
Have students assembled and the system and let the water move through the cycle. Make observations daily.
· Identify where the water moves in the cycle.
· Use labels to indicate evaporation, percolation, precipitation, and condensation.
· Plant grass seeds in potting soil with a few bugs
Science Essentials
Science Practices / Students observe and record information about the water cycle observed. They will predict the movement of water in the cycle.
They will make connections from the representation to the Earth’s water cycle.
They will use evidence to describe and explain the movement of water and the energy sources to move the water through the water cycle.
Observe, record, infer,
Predict, explain using evidence, make connections
Crosscutting Concepts / Sunlight and water causes plants to grow.
The bottle is a scale model for the Earth system water cycle.
Water cycles in the earth system.
Scale
System
Cause and Effect
Models / Water is made of particles. The water cycles and is conserved.
Energy is involved in the movement of water in the water cycle.
Energy from the sun powers the cycling of water molecules through the water cycle.
Organisms interact with the environment in ecosystems.
Matter
Energy
Living Organisms
Universe and Earth
Fourth Grade Activity Iron
Standard 1 / Title
Water Cycling Bottle
Objective 2
Describe the water cycle.
Activity
Use 3 two-liter bottles to make a condensation chamber (see diagram).
Find a diagram posted to the web.
Observe the bottles over a period of weeks.
Label the bottles for percolation, transpiration, evaporation, condensation, precipitation and collection.
Students draw diagrams and describe the cycle
Science Essentials
Science Practices / 1) Students observe and diagram the representation of the model
2) Describe and diagram using proper words
3) Predict what will happen in the model
4) Report observations
5) Use evidence to support descriptions
Observe
Diagram/describe
Make predictions
Use science language
Use evidence
Crosscutting Concepts / 1) Energy from sunlight causes water to evaporate, when the water cools it condenses.
2) Water cycle is a system of the sunlight and water, the bottle is a closed system.
3) Water cycles in a pattern of condensation and evaporation.
Cause and Effect
Patterns
Systems
Models / 1) Energy is involved in changes in matter,
2) Matter is conserved
3) Matter exists as solid, liquid or gas,
4) Matter changes state when it gains or loses energy.
5) Energy from the sun power the cycling of matter on Earth.
Matter
Energy
4th Grade Activity Iron
Standard 2 / Title
Weekly Weather Wonderings
Objective 1
Observe measure and record the basic elements of weather.
Observe, measure and record data on the basic element of weather over a period of time. (i.e., temperature, precipitation, wind speed and direction and air pressure).
· Using online data or use instruments to make measurements to create a weather log
· Clouds, Temperature, Air pressure, precipitation, wind direction and speed.
· Record for three weeks
· Make predictions about weather for the next day and then compare the next day to weather report
Science Essentials
Science Practices / Students report on the observation of weather elements and their interactions. They construct predictions based upon observations and use evidence to support their predictions. Students make measurement or collect information to compare changes in weather over time.
Observe and report
Observe pattern
Make predictions based upon observations
Compare changes over time to see patterns
Use instruments to measure and collect data
Crosscutting Concepts / 1) South winds proceed a storm from the north
2) Cirrus clouds generally proceed a change in weather
3) Stratus clouds often bring rain or snow
4) Weather is the result of earth systems
5) Changes in weather are an ongoing process punctuated with short periods of stability.
Patterns
Systems
Change and Stability
Models / 1) Weather and climate are the result of complex interactions of Earth Systems
Earth and Universe
Fourth Grade Activity Ogden
Standard 2 / Title
Clouds and Weather Predictions
Objective 1,3
Observe, measure, and record the basic elements of weather.
Evaluate weather predictions based upon observational data.
Activity
1. Have a discussion regarding the water cycle and connect to how clouds are formed, then introduce cloud types using the sci-ber text and have students take notes in science journals about the three types of clouds (cumulus, cirrus, stratus).
2. Create foldable: Use construction paper folded hot dog style with one inch heading of “Clouds.” Cut the bottom half in thirds and title each third with the type of cloud. Under the heading, put the definition of each type of cloud in the top half of the hot dog, directly below each definition (one on each third) use cotton balls to create type of cloud.
3. Go outside and have students use their foldable to identify the types of clouds in the sky. Students will continue to use their foldables for observations of the clouds over time and record on a data chart.
4. Have students predict what the weather will be like based upon the clouds they see. Discuss outcomes and how they related to their predictions.
Science Essentials
Science Practices / Using foldables, students observe and identify the three cloud types. Students make simple predictions of what the weather will be like based upon the type of cloud they see. After students identify cloud types, they report their observations with their recordings of data.
observe, make simple predictions, report observations
Crosscutting Concepts / Students will predict the weather based upon the patterns they have observed in the relationships of cloud types and actual weather.
patterns
Models / Clouds are part of the complex interactions in which weather occurs.
universe and earth
4th Grade Activity Washington
Standard 2 / Title
Weather or Not
Objective 2
Interpret recorded weather data for simple patterns.
Activity – Under construction
Obtain daily weather data from online sources. Gather several interesting weeks with multiple changes in the weather and same them. Project the sets of data on the board - students discuss:
1) Patterns in the data, 2) possible causes and 3) make predictions and inference about the future weather. A week with multiple changes in the weather is best. Table should include high and low temperatures, barometric pressure, wind directions, and precipitations. See chart below.
Record of someplace like SLC. Temperature and precipitation. Students make inference about the relationship between temperature and the type of precipitation.
Janell will email brett this chart for this activity.
Students will make warranted inference and predict the weather from weather charts.
Science Essentials
Science Practices / Students will observes patterns and make inferences about the weather and the type of precipitation. They will communicate their inference and compare the weather in St. George to weather in Salt Lake City.
Observe patterns
Make inference
Communicate
Compare
Crosscutting Concepts / The earth system moves matter (air and water = atmosphere) in a system that moves weather across the Earth.
Weather has a consistent pattern of change related to the season.
The temperature determines the type of precipitation.
Systems
Patterns
Cause and Effect
Models
Energy
Earth and universe / Weather and climate are the result of complex interactions
Energy from the sun powers the cycling of matter on Earth
4th Grade Activity Millard
Standard 2 / Title
The Weather Forecasting has Gone to the Dogs
Objective 2
Interpret recorded weather data for simple patterns.
Activity
Using online weather data, students look for patterns 1) barometric pressure and storms, 2) temperature and type of precipitation, 3) observe and record cloud types and infer the weather associated with each type, and 4) sun dogs and weather that follows http://en.wikipedia.org/wiki/Sun_dog
Instruction is mostly guided discussion and data chart interpretations.
Also have a sheet of paper folded in fourths and in each corner is a description of weather conditions and data (wind, temperature, barometer, etc) and the student draws a picture of a person dressed appropriately for the weather and have them describe the weather conditions.
Science Essentials
Science Practices / Students make observations in recorded data and interpret the patterns in terms of patterns to make warranted inferences.
Make observations, warranted inference
Crosscutting Concepts / Students find patterns in the temperature, pressure and appearance of clouds
Patterns
Models / Weather results from complex interactions of earth systems and change over time.
Energy is needed to move and change matter through cycles
Universe and Earth
Matter
4th Grade Activity Millard
Standard 2 / Title
Message in a Bottle
Objective 3