|
STAGE 1: IDENTIFY DESIRED
RESULTS |
|
|
Content Standard(s) Generalizations
about what students should know and be able to do |
|
|
Established Goals: State Conceptual Theme IV: Forces & Motion What makes objects move the way they do? Scientific Inquiry, Literacy and Numeracy |
|
|
Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry
used to explore generalizations |
|
4.1 - The
position and motion of objects can be changed by pushing or pulling. The constant
interplay of forces dictates the position of objects. The more
massive an object is, the less effect a given force will have on its motion. |
What makes objects move the way they do? What is a force? What roles do physical forces play in the position of objects? How can you measure a force? |
|
Knowledge and
Skills What
students are expected to know and be able to do |
|
|
Students will know… Pushing and pulling affects the motion of objects. The size of the change in an object’s motion is
related to the strength of the push or pull. The impact of push and pull on an object is determined by
the degree of force and the mass of the object. |
Students will be able to… Describe the effects of the strengths
of pushes and pulls on the motion of objects. Describe the effect of the mass of an object on its
motion. Describe how physical forces influence what happens to an
object. Measure, graph and analyze data on the physics of motion. |
|
STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
|
|
Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
|
You are a toy manufacturer. You have been asked to create a toy car
that does not run on electricity or gas, and is able to travel a distance of
between 2 and 3 meters. You must
design your car and propulsion method and include a diagram. Conduct an experiment with your prototype
and modify as needed so that it travels the desired distance. Record all your data and be prepared to
present to your boss. |
Teacher Observations Daily Work Center Work Homework Topic Assessments |
|
SUGGESTED RESOURCES: |
|
|
Teaching Physics with Toys Science in a Nutshell – Class
Packs & Clusters |
|
|
STAGE 1: IDENTIFY DESIRED
RESULTS |
|
|
Content Standard(s) Generalizations about what
students should know and be able to do |
|
|
Established Goals: State Conceptual Theme V: Matter & Energy in Ecosystems How do matter and energy flow through ecosystems? Scientific Inquiry, Literacy and Numeracy |
|
|
Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
|
4.2 - All
organisms depend on the living and non-living features of the environment for
survival. Human
activity greatly impacts the environment. Plants play
an integral role in the survival of animals. |
How do living
things depend upon and interact with each other? How does human
activity impact habitats and animals? How do natural
phenomena impact habitats and animals? |
|
Knowledge and Skills What students are expected
to know and be able to do |
|
|
Students will know… Animals depend on plants in order to survive. Changes to habitats impact the inhabitants. When the environment changes, some organisms survive
and reproduce, while others die or move to new locations. Natural phenomena can change the environment and disrupt the food chain. |
Students will be able to… Show how animals, directly or indirectly,
depend on plants to provide the food and energy they need in order to grow
and survive. Demonstrate how natural phenomena and some human
activities may cause changes to habitats and their inhabitants. |
|
STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
|
|
Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
|
As a biologist, you have been hired by the First Selectman
of Waterford. Being a coastal
community, there is concern about the affects a massive hurricane would have
on local plant and animal life. He has
received differing reports from groups as to whether or not there will be any
effect, and you must settle the debate.
You must research a past recent massive storm and determine if it did
affect the ecosystem of that area. You
will present your findings and predictions for |
Teacher Observations Daily Work Center Work Homework Topic Assessments |
|
SUGGESTED RESOURCES: |
|
|
Insight Kit “Living Things” Science In a Nutshell – Class Packs & Clusters |
|
|
STAGE 1: IDENTIFY DESIRED
RESULTS |
|
|
Content Standard(s) Generalizations about what
students should know and be able to do |
|
|
Established Goals: State Conceptual Theme IX: Energy in the Earth’s Systems How do external and internal sources of energy affect the Earth’s systems? Scientific Inquiry, Literacy and Numeracy |
|
|
Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
|
4.3 - Water has a major role in shaping the Earth’s surface. Heat and energy
control the water cycle. |
How do sources
of energy affect the Earth’s systems? How can you
measure what you can’t see? |
|
Knowledge and
Skills What students are expected
to know and be able to do |
|
|
Students will know… Water circulates through the Earth’s crust, oceans and
atmosphere. The role the sun plays in the water cycle. The role water plays in erosion and river formation. The role of heat/energy in the changes of state of water. |
Students will be able to… Describe how the sun’s energy impacts
the water cycle. Demonstrate the role of water in
erosion and river formation. |
|
STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
|
|
Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
|
You have been hired by the First Selectman of Waterford to discuss the effects of massive storms. Being a coastal community, there is concern about the effects a major hurricane would have on local plant and animal life. You have been asked to research a recent hurricane and talk about its effects on the area. You should focus on damage caused and how you think it affects local plant and animal life based on what you have learned about ecosystems. You can present your findings on a poster, using a diorama, or through a written report. |
Teacher Observations Daily Work Center Work Homework Topic Assessments |
|
SUGGESTED RESOURCES: |
|
|
Magic School Bus at the Waterworks – Tradebook Science in a Nutshell – Class Packs & Clusters |
|
|
STAGE 1: IDENTIFY DESIRED
RESULTS |
|
|
Content Standard(s) Generalizations about what
students should know and be able to do |
|
|
Established Goals: State Conceptual Theme III: Energy Transfer & Transformations What is the role of energy in our world? Scientific Inquiry, Literacy and Numeracy |
|
|
Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
|
4.4 -
Electrical and magnetic energy can be transferred and transformed. Some
materials conduct electricity better than others. Magnets
produce electricity. |
What is the role of energy in our world? How can you make
something move without making contact with it? How can you see
the movement of energy? |
|
Knowledge and
Skills What students are expected
to know and be able to do |
|
|
Students will know… How to demonstrate transfer of energy. How to determine if a material conducts electricity. The properties of magnets. Electricity in circuits can be transformed into light,
heat, sound and magnetic effects. Magnets can make objects move without direct contact
between the object and the magnet. |
Students will be able to… Demonstrate how batteries and wires
can transfer energy to light a light bulb. Explain how simple electrical
circuits can be used to determine which materials conduct electricity. Describe the properties of magnets,
and how they can be used to identify and separate mixtures of solid materials.
|
|
STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
|
|
Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
|
CT State Department
Embedded Task for Grade 4 ~ “Go With the Flow” -MANDATORY |
Teacher Observations Daily Work Center Work Homework Topic Assessments |
|
SUGGESTED RESOURCES: |
|
|
Houghton-Mifflin Discovery Works ~ “Magnetism and Electricity” AIMS ~ Electrical Connections Magnificent Magnets Spectrum Science in a Nutshell – Class Packs & Clusters Millstone Resource Staff |
|