Transcript 4 - WCPSS Elementary Science Wiki
Welcome!
After you are comfortable… • Make a name tag • Move a magnet on the capacity matrix to indicate your experience with 4 th grade science
Fourth Grade Science Training
NC Essential Standards for Science
Glad you’re here!
• Thank you • Code of Cooperation • Housekeeping • Agenda and Resources • Capacity Matrix review
Road Signs
• How does your road sign relate to science education or education in general?
• Be creative!
Today’s Training
• Introduction - Structure of 4 th Grade Science - Explore Teacher Guides - 5E Learning Cycle - NCES Domains • Unifying Themes in 4 th Grade Science • Wrap Up
Structure of 4
th
Grade Science
• Guided Inquiry; Teacher facilitates, students construct • Big Idea: Analyzing Systems & Earth History • Prior knowledge from K-3 is utilized • Assessment
STC • Animal Studies
STC and FOSS
FOSS • Magnetism & Electricity • Earth Materials • Landforms
Take just a few moments to explore and compare the structure of the manuals with your table group
STC
Venn Diagram
FOSS
Expand
The Cycle of Learning
Engage Evaluate Explore Explain
Learning Cycle Component
• •
Engage
Focus Question Prediction • •
Explore
Plan Observation & Data • • • • Explain (Making Meaning) Share data, group analysis Claims & Evidence Vocabulary & Content Conclusion •
Expand
• Apply Next Steps or New Questions
Evaluate
• • •
Notebook Entries
• • Record class question
I think/predict ___ because…”
• • Record materials and procedures Record observations and data
“I claim ___ because …”
Record or paste in notebook
“I learned …”
• •
“If ___ then ___” “I wonder …”
or
“What about…?”
• Formative assessment, quick write, exit ticket, teacher review of entries
Physical Science Domain
Grade Level K 1 2 3 4 5 Force and Motion
Animals 2x2* *Relative position Balance & Motion Sound Human Body and Objects in the Sky Magnetism & Electricity Motion & Design
Matter: Properties & Change Energy: Conservation & Transfer
x Investigating Properties Comparing & Measuring x Air & Weather; Solids & Liquids Changes and Soils x Changes and Objects in the Sky
Interactions of Energy & Matter
x x x x x Magnetism & Electricity and Earth Materials Motion & Design, Inv. Weather Magnetism & Electricity Inv. Weather and Ecosystems x
Grade Level K
Life Science Domain
Ecosystems Structure and Functions Evolution & Genetics Molecular Biology
Animals 2 x 2 x x x
1 2 3 4 5
x Life cycle of Butterflies Human Body x Human Body Systems Organisms x x Life cycle of Butterflies x Plant Growth & Development Animal Studies Ecosystems x Human Body Systems Organisms x x Animal Studies x
Grade Level
Earth Science Domain
Earth in the Universe Earth Systems, Structures & Processes Earth History 3 4 K 1 2
x x Air & Weather* *Moon Observations Objects in the Sky x Weather Pebbles, Sand & Silt Air & Weather Objects in the Sky and Soils x x x x x Earth Materials and Landforms x
5
x Inv. Weather
Today’s Training
• Introduction • Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies • Wrap Up
Landforms
•
Beach Sand
Misconception Probe
Student Misconceptions
• Students have difficulty comprehending the length of time it takes for mountains to erode. (scale) • Many think the Earth today is the same as it has always been and that changes to the Earth (such as the formation of a beach) were sudden and comprehensive.
Ault Freyberg
Vertical Alignment
• In Kindergarten, students
observe
and
describe
various objects based on their
properties
and how they are used.
• In 1 st , students
observe
and
describe the physical properties of Earth materials
that make them useful in different ways. • In 2 nd , students conduct investigations to build an understanding of the
properties of air
(a mixture of gases).
Vertical Alignment
• In 3 rd , students observe
properties of soils
including color, texture, and the capacity to retain water.
• In 4 th , students conduct investigations to build an understanding of the
processes that change the surface of the Earth slowly and rapidly
.
Essential Question for the Unit • How do interactions between forces cause changes in landforms over time?
NC Essential Standards
4.E.2 Understand the use of fossils and changes in the surface of the Earth as evidence of the history of the Earth and its changing life forms.
4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction.
Clarifying Objectives
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.
Clarifying Objectives
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.
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).
Processes that Shape the Earth’s Surface
Slow Processes Weathering * Erosion Glaciers* Wind* Rapid Processes Flood Landslides Volcanic Eruptions* Earthquakes*
*
Supplemental Lessons in CMAPP
Stream Tables
Erosion
• Flat • Standard Water Source • Food Coloring
Deposition
• Flat • Standard Water Source
Slope (Landslide)
• Wooden angle (slope) • Standard Water Source
Flood
• Flat • Flood Water Source
• Plucking • Hitch-hikers • Abrasion
Glaciers
Fossils
• Infer ideas about Earth’s early environments
Unit Resources
• Misconception Probe • FOSS Landforms Teacher Guide • FOSS Science Stories • Supplemental Lessons on CMAPP • Elementary Science Wiki Concept Storyline Unpacked Content • FOSS web - Teacher Prep Videos - Online nonfiction readers
Plan Ahead!
• Prep sand and powdered clay mixture for stream tables.
• Stream table stackable storage.
• Gather or request additional supplies for supplemental lessons.
• Cover desks/tables with newspaper.
• Take investigations outdoors when possible.
Quick Write
• What resonated with you?
• What are your next steps?
• What big ideas did you take away?
• How will this new knowledge or experience assist you in the classroom?
Today’s Training
• Introduction • Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies • Wrap Up
Earth Materials
Kit Inventory
•
What color is it?
•
Where have you seen it before OR what does it remind you of?
•
How do you think we will use it in science?
Misconception Probe
•
Is It a Rock?
Student Misconceptions
• Specimens were only rocks if they were large, heavy, and jagged. Smaller fragments were described as stones. • Children believed that rocks are made of only one material, but they applied the word intuitively to mineral samples as well.
• Children classified rock specimens as crystal rocks when they were attractive in appearance.
Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson
Vertical Alignment
• In Kindergarten, students
observe
and
describe
various objects based on their
properties
and how they are used.
• In 1 st , students
observe
and
describe the physical properties of Earth materials
that make them useful in different ways. • In 2 nd , students conduct investigations to build an understanding of the
properties of air
(a mixture of gases).
Vertical Alignment
In 3 rd , students observe
properties of soils
including color, texture, and the capacity to retain water.
In 4 th , students conduct investigations to build an understanding of physical
properties of minerals
such as hardness, color, luster, cleavage, and streak. They also
classify rocks
as metamorphic, sedimentary, or igneous.
Essential Question for the Unit • In what ways can we observe, test, and identify the properties of rocks and minerals?
NC Essential Standards
4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction.
4.E.2 Understand the use of fossils and changes in the surface of the Earth as evidence of the history of Earth and its changing life forms.
Clarifying Objectives
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).
4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage, and streak.
Clarifying Objectives
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.2.1 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.
Investigating Mock Rocks
Introduce
Geologist.
geo -ologist geologist Engage
Investigating Mock Rocks
Focus Question
What are the properties a geologist might use to describe rocks?
Engage
Investigating Mock Rocks
Prediction
“ I think/predict…because…”
Engage
Investigating Mock Rocks
• Introduce mock rocks.
• Challenge is to describe rock in detail.
• Introduce tools & procedures.
• Introduce
diameter
,
circumference
, and
depth
.
Explore
Investigating Mock Rocks
• Students make surface observations – sketch or trace mock rock.
• Students make measurements and record data.
Explore
Investigating Mock Rocks
• Review properties of mock rocks.
• Invite students to share their observations. • Pairs can trade data and try to match data with mock rocks on display.
Explain
Investigating Mock Rocks
• • • • Facilitate discussion:
What are some tools scientists [geologists] use to study rocks?
What information does each tool provide?
What kind of information is important to include in notes?
How is a mock rock like/different from a real rock?
Explain
Investigating Mock Rocks
Conclusion
“Today, I learned…”
Explain
Investigating Mock Rocks
Application
“If…then…”
New Questions
“I wonder…” “What about…?”
Expand
Investigating Mock Rocks
• Did students use tools correctly?
• Accurate observations recorded?
• Use of vocabulary in notebook entry?
• Did students add details to their notes for clarity?
• Monitor student responses during making meaning.
Evaluate
Taking Rocks Apart
• Use nail as a geologist’s pick.
• Break rock in half and share with a teammate.
• Separate and sort ingredients.
Think about…
Rock vs. Mineral
Testing for Hardness
Mohs’ Scale 1 Talc (softest) 2 Gypsum 3 Calcite 4 Fluorite 5 Apatite 6 Orthoclase 7 Quartz 8 Topaz 9 Corundum 10 Diamond (hardest)
fingernail penny paperclip *A fingernail can be scratched by the penny and the paperclip; the paperclip cannot be scratched by either tool.
Mineral
Collecting & Analyzing Data
Tool How many tools could scratch this mineral?
1. Calcite 2. Quartz 3. Gypsum 4. Fluorite
Paperclip
YES NO YES YES
Penny
YES NO YES NO
Fingernail
NO NO YES NO 2 0 3 1
Claim Evidence
Quartz is the hardest mineral sample in this set.
None of the tools could scratch the quartz sample.
Gypsum is the softest mineral sample in this set.
All of the tools could scratch the gypsum sample.
Unit Resources
• Misconception Probe • FOSS Earth Materials Teacher Guide • Supplemental Lessons on CMAPP • Elementary Science Wiki Concept Storyline Unpacked Content • FOSS web - Teacher Prep Videos - Online nonfiction readers
Plan Ahead!
• Mock Rocks need to be made 1 week before the investigation.
• Check condition of rock and mineral samples.
• How old is the vinegar?
• Is the reference tray in order?
• Stackable material trays
Quick Write
• What resonated with you?
• What are your next steps?
• What big ideas did you take away?
• How will this new knowledge or experience assist you in the classroom?
Today’s Training
• Introduction • Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies • Wrap Up
Magnetism & Electricity
Misconception Probe
• •
Batteries, Bulbs, and Wire Magnets in Water
Batteries, Bulbs, and Wires
• Kirsten has a battery and small bulbs. She wonders how many strips of wire she will need to connect the battery and the bulb so that the bulb will light.
Magnets in Water
• Four friends were wondering if a magnet could pick up steel paper clips in water.
Student Misconceptions
• Many K-8 students are not aware of the bipolarity of batteries and light bulbs.
• Some students will regard one wire as “active” and the second wire as a “safety wire.” • Research has shown that students are inclined to link gravity with magnetism.
Vertical Alignment
• In Kindergarten, students observe and describe the
relative position
of organisms and give examples of
different ways organisms move
.
• In 1 st , students conduct investigations to build an understanding of
balanced forces, pushes, and pulls
.
• In 2 nd , students investigate and describe how
moving air interacts with objects
. They also conduct investigations to build an understanding of the relationship between
sound and vibrating objects
.
Vertical Alignment
• In 3 rd , students conduct investigations to build an understanding of
forces that affect motion
and the effects of
gravity
on any object on or near the Earth.
• In 4 th , students make observations to build an understanding of
magnetic force
and
motion produced by electrically charged objects
.
• In 5 th , students conduct investigations to build an understanding of factors such as
gravity, friction, and a change in mass affect the motion of objects
.
Essential Question for the Unit • How do magnetism and electricity work and how can they work together?
NC Essential Standards
4.P.1 Explain how various forces affect the motion of an object.
4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction.
4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.
Clarifying Objectives
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.
Clarifying Objectives
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.
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.
Breaking the Force
# of spacers 0 1 2 # of washers SKIP!
3 4 5 # of spacers
Schematic Drawing of a Complete Circuit
Symbol for D-Cell (source) Symbol for Light bulb (receiver)
Data Collection
CONTROL CIRCUIT TEST ONE
1 D-cell battery
1 D-cell battery
1 Light bulb
2 light bulbs
2 wires
3 wires SCORE TEST TWO TEST THREE 2 D-cell batteries 2 light bulbs 4 wires 2 D-cell batteries 1 light bulb 3 wires 3: Brighter than the control 2: Same as the control 1: Less than the control 0: No light
Unit Resources
• Misconception Probe • FOSS Magnetism & Electricity Teacher Guide • Lessons on CMAPP • Elementary Science Wiki Concept Storyline Unpacked Content • FOSS web - Teacher Prep Videos - Online nonfiction readers
Plan Ahead!
• Check batteries!
• Do additional wires need to be cut and stripped?
• How are the bulbs?
• Battery storage and disposal
Quick Write
• What resonated with you?
• What are your next steps?
• What big ideas did you take away?
• How will this new knowledge or experience assist you in the classroom?
Today’s Training
• Introduction • Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies • Wrap Up
Animal Studies
Misconception Probe
• What will happen to the divos?
• What will your students’ answers tell you about their preconceptions and understanding?
Student Misconceptions
• Only 4 out of 39 15 year old students categorized pictures of animals and non-animals as a biologist would.
• Students tended to believe that only large animals are consumers.
• Students aged 7 to 11 accept wild organisms as animals although some think these are fed and cared for by people.
Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson
Vertical Alignment
• In Kindergarten, students make observations to build an understanding of
similarities and differences
among animals.
• In 1 st grade, students build aquaria and terraria to build an understanding of the
needs of plants and animals
.
• In 2 nd grade, students observe the
life cycle
of butterflies.
Vertical Alignment
• In 3 rd grade, students conduct investigations to build an understanding of
plant life cycles and adaptations
.
• In 4 th grade, students make observations of animals to build an understanding of
animal behavior and adaptations
.
• In 5 th grade, students conduct investigations to build an understanding of the
interdependence of plants and animals.
Essential Question for the Unit • How do animals change and adapt in order to survive within their habitats?
NC Essential Standards
4.L.1 Understand the effects of environmental changes, adaptations, and behaviors that enable animals to survive in changing habitats.
4.L.2 Understand food and the benefits of vitamins, minerals, and exercise.
Clarifying Objectives
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.
Clarifying Objectives
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.
4.L.2.2 Explain the role of vitamins, minerals, and exercise in maintaining a healthy body.
In each lesson, students will…
• Predict needs and behaviors of each animal • Build a habitat for each animal • Observe and record data on each animal • Care for each animal by meeting their needs daily
Data Collection
Characteristic
Size Color Shape Body covering Body structure Movement
Observation
Animal care
• Stagger arrival of organisms • Be prepared to care for organisms until placement in the habitat • Treat water • Space issues?
Complete
the section on each animal and
dismantle
habitats.
• Avoid keeping habitats in direct sunlight or near a window if it is cold • Nonrelease of organisms
When the Frogs Arrive
Before
: Treated/spring water in holding pails
On arrival
: 1.Open top of bag to get water to room temp. 2. Pour frogs in shipping water into an empty pail 3. Scoop, replace, repeat in 15 min. intervals 4. Transfer frogs with dipping net…careful, they jump!
5. Store safely away from heat and light.
Frog Troubleshooting
• Use spring water instead of treated water for the freshest water possible • Frogs are temperature sensitive!
• Scoop, dump, and replace 1 cup of water
everyday
• Feeding: Less is more; feed
only
the amount frogs can eat in 2-3 minutes, then scoop and dump any leftovers • If it stinks, start over!
When the Crabs Arrive
Before
: 1.Holding pail with treated/spring water and Instant Ocean; allow to come to room temp.
2. Add sloped sand to an empty pail; add treated water by cupful until 1.5 cm deep.
3. Repeat with a second holding pail and check water in a few hours; add more if needed.
On arrival
: 1. Open bags and pour out water; carefully pour each bag of crabs into a pail.
2. Feed the crabs.
3. Safely store crabs away from heat and light; do not store for more than 2 days.
Crab Troubleshooting
• Crabs are delicate-
do not
let students handle them • Males will compete if placed together • Food: “Less is more”- only feed as much as crabs can eat in 5 min. and then remove • Crabs will bury food; watch for this • Replace some water every day • Crabs are temperature and humidity sensitive do not place near air units • Mantra: If it stinks, start over!
When the Millipedes Arrive
Before
: 1. Punch air holes in holding pail 2. Add soil and leaf litter
On Arrival
: 1. Scoop millipedes into pail from shipping container 2. Mist the container with water from spray bottles 3. Feed millipedes if they are to be left for more than a day 4. Store safely away from heat and light
Millipede Troubleshooting
• Millipedes have no reason to leave their habitat as long as their needs are being met • Moisture levels are important; think damp forest floor; too wet or too dry = escaping critters!
• Mushrooms are a favorite food but millipedes can live on leaf litter and rotten logs exclusively • Millipedes generally arrive hungry; feed them soon after arrival
Technical Drawing
Making Meaning
• Beware
anthropomorphizing
!
Example: The little crab runs from the big crab because he’s scared; the big crab is a bully • Make sure that students are not inferring causality but simply stating facts Example: The frogs keep banging against the side of the tank because they want to get out
Unit Resources
• Misconception Probe • STC Animal Studies Teacher Guide • Supplemental Lessons on CMAPP • Elementary Science Wiki - Concept Storyline - Unpacked Content • Premium Content - www.carolinacurriculum.com
- Log in with: [email protected]
- Password: wakecounty
Quick Write
• What resonated with you?
• What are your next steps?
• What big ideas did you take away?
• How will this new knowledge or experience assist you in the classroom?
Today’s Training
• Introduction • Unifying Themes in 5 th Grade Science • Wrap Up - Questions - Reflection - Leave Forms!
Please be in touch!
Walter Harris Elementary Science CT