Welcome!
After you are comfortable…
• Make a name tag
• Move a magnet on the capacity matrix to indicate
your experience with 4th 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 4th Grade Science
- Explore Teacher Guides
- 5E Learning Cycle
- NCES Domains
• Unifying Themes in 4th Grade Science
• Wrap Up
Structure of 4th Grade Science
• Guided Inquiry; Teacher facilitates, students
construct
• Big Idea: Analyzing Systems & Earth History
• Prior knowledge from K-3 is utilized
• Assessment
STC and FOSS
STC
• Animal Studies
FOSS
• Magnetism & Electricity
• Earth Materials
• Landforms
Take just a few moments to explore and compare the
structure of the manuals with your table group
Venn Diagram
STC
FOSS
The Cycle of Learning
Engage
Expand
Evaluate
Explain
Explore
Learning Cycle Component
Notebook Entries
Engage
• Focus Question
• Prediction
• Record class question
• I think/predict ___ because…”
Explore
• Plan
• Observation & Data
• Record materials and procedures
• Record observations and data
Explain (Making Meaning)
• Share data, group analysis
• Claims & Evidence
• Vocabulary & Content
• Conclusion
• “I claim ___ because …”
• Record or paste in notebook
• “I learned …”
Expand
• Apply
• Next Steps or New Questions
• “If ___ then ___”
• “I wonder …” or “What about…?”
Evaluate
• Formative assessment, quick write,
exit ticket, teacher review of entries
Physical Science Domain
Grade
Level
Force and
Motion
Matter: Properties &
Change
Energy:
Conservation &
Transfer
Interactions of
Energy & Matter
K
Animals 2x2*
Investigating
Properties
x
x
*Relative position
1
Balance & Motion
Comparing &
Measuring
x
x
2
Sound
Air & Weather; Solids
& Liquids
x
x
3
Human Body and
Objects in the Sky
Changes and Soils
Changes and
Objects in the Sky
x
x
4
Magnetism &
Electricity
Magnetism &
Electricity and Earth
Materials
Magnetism &
Electricity
5
Motion & Design
Motion & Design, Inv.
Weather
Inv. Weather and
Ecosystems
x
Life Science Domain
Grade
Level
Structure and
Functions
Ecosystems
Evolution &
Genetics
Molecular Biology
K
Animals 2 x 2
x
x
x
1
x
Organisms
x
Organisms
2
Life cycle of
Butterflies
x
Life cycle of
Butterflies
x
3
Human Body
Plant Growth &
Development
x
x
4
x
Animal Studies
x
Animal Studies
5
Human Body
Systems
Ecosystems
Human Body
Systems
x
Earth Science Domain
Grade
Level
Earth in the Universe
Earth Systems, Structures
& Processes
Earth History
K
x
Weather
x
1
x
Pebbles, Sand & Silt
x
2
Air & Weather*
Air & Weather
x
*Moon Observations
3
Objects in the Sky
Objects in the Sky and
Soils
x
4
x
x
Earth Materials and
Landforms
5
x
Inv. Weather
x
Today’s Training
• Introduction
• Unifying Themes in 4th Grade Science
- FOSS Landforms
- FOSS Earth Materials
- FOSS Magnetism & Electricity
- STC Animal Studies
• Wrap Up
Landforms
Misconception Probe
• Beach Sand
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 1st, students observe and describe the physical
properties of Earth materials that make them useful in
different ways.
• In 2nd, students conduct investigations to build an
understanding of the properties of air (a mixture of
gases).
Vertical Alignment
• In 3rd, students observe properties of soils including
color, texture, and the capacity to retain water.
• In 4th, 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
Rapid Processes
Weathering *
Flood
Erosion
Landslides
Glaciers*
Volcanic Eruptions*
Wind*
Earthquakes*
*Supplemental Lessons in CMAPP
Stream Tables
Erosion
•Flat
•Standard Water Source
•Food Coloring
Slope (Landslide)
•Wooden angle (slope)
•Standard Water Source
Deposition
•Flat
•Standard Water Source
Flood
•Flat
•Flood Water Source
Glaciers
• Plucking
• Hitch-hikers
• Abrasion
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 4th 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 1st, students observe and describe the physical
properties of Earth materials that make them useful in
different ways.
• In 2nd, students conduct investigations to build an
understanding of the properties of air (a mixture of
gases).
Vertical Alignment
In 3rd, students observe properties of soils including color,
texture, and the capacity to retain water.
In 4th, 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
fingernail
penny
4 Fluorite
5 Apatite
paperclip
6 Orthoclase
7 Quartz
8 Topaz
9 Corundum
10 Diamond (hardest)
*A fingernail can be scratched by
the penny and the paperclip; the
paperclip cannot be scratched by
either tool.
Collecting & Analyzing Data
Mineral
How many
tools could
scratch this
mineral?
Tool
Paperclip
Penny
Fingernail
1. Calcite
YES
YES
NO
2
2. Quartz
NO
NO
NO
0
3. Gypsum
YES
YES
YES
3
4. Fluorite
YES
NO
NO
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 4th 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 1st, students conduct investigations to build an
understanding of balanced forces, pushes, and pulls.
• In 2nd, 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 3rd, 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 4th, students make observations to build an
understanding of magnetic force and motion produced
by electrically charged objects.
• In 5th, 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
# of washers
0
2
3
SKIP!
# of washers
1
4
5
# of spacers
Schematic Drawing of a Complete Circuit
Symbol for D-Cell (source)
Symbol for Light
bulb (receiver)
Data Collection
CONTROL
CIRCUIT
1 D-cell
battery
1 Light bulb
2 wires
TEST
ONE
1 D-cell
battery
2 light bulbs
3 wires
TEST
TWO
2 D-cell
batteries
2 light bulbs
4 wires
TEST
THREE
2 D-cell
batteries
1 light bulb
3 wires
SCORE
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 4th 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 1st grade, students build aquaria and terraria to build
an understanding of the needs of plants and animals.
• In 2nd grade, students observe the life cycle of
butterflies.
Vertical Alignment
• In 3rd grade, students conduct investigations to build an
understanding of plant life cycles and adaptations.
• In 4th grade, students make observations of animals to
build an understanding of animal behavior and
adaptations.
• In 5th 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 sensitivedo 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: wakecounty@carolina.com
- 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 5th Grade Science
• Wrap Up
- Questions
- Reflection
- Leave Forms!
Please be in touch!
Walter Harris
Elementary Science CT
wharris@wcpss.net