at a glance grade 4 - titlewave...at a glance grade 4 unit 1 lessons/teks reading selection teks...

AT A GLANCE GRADE 4

Unit 1 Lessons/TEKS Reading SelectionTEKS Knowledge and Skills Statement(s)Unit 1: EnergyForce, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:• differentiateamongformsofenergy,includingmechanical,sound,

electrical,light,andheat/thermal• demonstratethatelectricitytravelsinaclosedpath,creatingan

electricalcircuit,andexploreanelectromagneticfield• designanexperimenttotesttheeffectofforceonanobjectsuchas

apushorapull,gravity,friction,ormagnetismEarth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:• identifyandclassifyEarth'srenewableresources,includingair,plants,

water,andanimals;andnonrenewableresources,includingcoal,oil,andnaturalgas;andtheimportanceofconservation

Lesson 1: What is Energy?Standard(s):4.6.A

Energy

Lesson 2: Energy in our LivesStandard(s):4.6.A

EnergyAllAround

Lesson 3: Energy: Energy TransformationsStandard(s):4.6.C,4.6.D,4.7.C

SolarEnergyTurnontheLight:HowElectricityWorks

Lesson 4: Forces and MotionStandard(s):4.6.A,4.6.D

ForcesandMotionatWork

Lesson 5: Energy and Our EnvironmentStandard(s):4.7.C

BiofuelsWindEnergy

Lesson 6: Protecting Our EnvironmentStandard(s):4.7.C

GoingGreen

Unit 2 Lessons/TEKS Reading SelectionTEKS Knowledge and Skills Statement(s)Unit 2: Waves and InformationForce, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:• differentiateamongformsofenergy,includingmechanical,sound,

electrical,light,andheat/thermal• designanexperimenttotesttheeffectofforceonanobjectsuchas

apushorapull,gravity,friction,ormagnetism

Lesson 1: Studying WavesStandard(s):4.6.D

Oceans

Lesson 2: Studying SoundsStandard(s):4.6.A

CellPhonesTheAmazingFactsAboutSounds

Unit 3 Lessons/TEKS Reading SelectionTEKS Knowledge and Skills Statement(s)Unit 3: Structures, Function and Informational Processing Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:• designanexperimenttotesttheeffectofforceonanobjectsuchas

apushorapull,gravity,friction,ormagnetism

Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to:• explorehowadaptationsenableorganismstosurviveintheir

environmentsuchascomparingbirds'beaksandleavesonplants• demonstratethatsomelikenessesbetweenparentsandoffspringare

inherited,passedfromgenerationtogenerationsuchaseyecolorinhumansorshapesofleavesinplants.Otherlikenessesarelearnedsuchastablemannersorreadingabookandsealsbalancingballsontheirnoses

Lesson 1: Electrical Systems and ModelsStandard(s):4.6.D

Let’sInvestigateLight

Lesson 2: Plants and Animals StructuresStandard(s):4.10.A

SkeletonsandExoskeletons

Lesson 3: ReproductionStandard(s):4.10.B

ReproductioninPlants

Lesson 4: Processing InformationStandard(s):4.10.A

TheNervousSystem

Unit 4 Lessons/TEKS Reading SelectionTEKS Knowledge and Skills Statement(s)Unit 4: Earth’s Systems: Processes that Shape the EarthScientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:• examinepropertiesofsoils,includingcolorandtexture,capacityto

retainwater,andabilitytosupportthegrowthofplants• observeandidentifyslowchangestoEarth'ssurfacecausedby

weathering,erosion,anddepositionfromwater,wind,andice

Lesson 1: Rock FormationsStandard(s):4.7.A

Rocks,MineralsandSoil

Lesson 2: FossilsStandard(s):4.3,4.7.B

Fossils:UncoveringthePast

Lesson 3: Weathering EffectsStandard(s):4.7.B

EarthandtheRoleofWater

Lesson 4: Our LandStandard(s):4.3,4.7.B

Continents

Lesson 5: Earth’s FeaturesStandard(s):4.3,4.7.B

Mountains

Lesson 6: System InteractionsStandard(s):4.7.B

PlateTectonicsandDisasters

Alignment with TEKS

UNIT 4: EARTH’S SYSTEMS: PROCESSES THAT SHAPE THE EARTH

TEKS Correlation

Lesson/ Reading Selection

English Language Arts & Reading Comprehension TEKS

Science TEKS

Lesson 1: Rock FormationsRocks, Minerals, and Soil

ELAb.11: Reading/Comprehension of InformationalText/Expository Text. Students analyze, makeinferences and draw conclusions about expositorytext and provide evidence from text to supporttheir understanding.b.24: Research/Gathering Sources. Studentsdetermine, locate, and explore the full range ofrelevant sources addressing a research questionand systematically record the information theygather.Reading ComprehensionE: summarize information in text, maintainingmeaning and logical order

4.7Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:A: examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants

Lesson 2: FossilsFossils: Uncovering the Past

ELAb.11: Reading/Comprehension of InformationalText/Expository Text. Students analyze, makeinferences and draw conclusions about expositorytext and provide evidence from text to supporttheir understanding.b.28: Listening and Speaking/Speaking. Studentsspeak clearly and to the point, using theconventions of language. Students continue toapply earlier standards with greater complexity.Students are expected to express an opinionsupported by accurate information, employing eyecontact, speaking rate, volume, and enunciation,and the conventions of language to communicateideas effectively.Reading ComprehensionF: make connections (e.g., thematic links, authoranalysis) between literary and informational textswith similar ideas and provide textual evidence.

4.3Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.4.7Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:B: observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice

Lesson 3: Weathering EffectsEarth and the Role of Water

ELAb.11: Reading/Comprehension of InformationalText/Expository Text. Students analyze, makeinferences and draw conclusions about expositorytext and provide evidence from text to supporttheir understanding.b.28: Listening and Speaking/Speaking. Studentsspeak clearly and to the point, using theconventions of language. Students continue toapply earlier standards with greater complexity.Students are expected to express an opinionsupported by accurate information, employing eyecontact, speaking rate, volume, and enunciation,and the conventions of language to communicateideas effectively.Reading ComprehensionF: make connections (e.g., thematic links, authoranalysis) between literary and informational textswith similar ideas and provide textual evidence.

4.7Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:B: observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice

TEACHER NOTE UNIT 4 FOSSILS, UNCOVERING THE PAST

Book Summary: This book examines how fossils document the appearance, diversification, and extinction of many life forms.Guided Reading Level: VLexile Level: 875Key Vocabulary: algae, australopithicus afarensis, catastrophic, dating, decays, earthquakes, episodic, erosion, evolution, excrement, extinct, fungi, geology, hominids, Homo sapiens, invertebrates, marine, Neanderthal, organisms, paleontology, plate tectonics, prehistoric, primates, remnants, sauropods, sedimentary, species, specimens, theorize, trilobites, volcanicKey Vocabulary in Spanish: australopithicus afarensis, catastrófico, fechado, descomposición, terremotos, episódicos, erosión, evolución, excremento, extinto, hongo, geología, homínido, homo sapiens, invertebrados, marino, Neanderthal, organismos, paleontología, placas tectónicas, prehistórico, primates, restos, saurópodos, sedimentos, especies, teorías, trilobitos, volcánica

Materials Needed: Teacher Materials: Computer access, Teacher’s User Guide Student Materials: Fossils: Uncovering the Past by Tom GrevePer Group: Paper, pencils, glue, index cards, objects, samples of fossilsStrategies: Word meaning, visual cues, graphic organizers, W-questions, text support, questioning, Bloom Taxonomy (gathering evidence) cooperative learning, generating and testing hypothesis, demonstrations, observation charts, critical thinking, problem solving, collaboration

COMPREHENSION AND HIGHER ORDER THINKING (HOT) ACTIVITIES1. Language Development and HOT ActivitiesBilingual Pair Activity 1: Students will be able to determine if a fossil is a body fossil or a trace fossil.Bilingual Pair Activity 2: Students will complete a chart “Timeline of Life” and will describe what fossils were found in each era.Activity 3 (for Review and Enrichment): After conducting research on dinosaurs, students will write a report with their findings.2. Journal ActivityAfter gathering information from print and digital sources, students will write about what evidence supports the hypothesis.

HOME-SCHOOL CONNECTION: SCIENCE PROJECTStudents will follow directions on how to build a fossil model.

FURTHER READING AND RESOURCES

Science Bilingual Research Centers (BRC) 3rd-5th grade packages are available for students to work in bilingual pairs/groups to support project-based learning, academic rigor and science academic vocabulary development in English and Spanish.

ENGLISH:Rourke’s World of Science Encyclopedia Volume 4- Earth Science

SPANISH:Descubre el mundo de las ciencias: Enciclopedia. Volumen 4- La Tierrahttp://www.aragosaurus.com/secciones/docencia/tema/Historia_Vida1.pdfhttp://www.dinosaurios.info/

Grade Four - Teacher Note - #17

STANDARDS: (GRADE 4)English Language Arts & Reading Comprehension TEKS

ELAb.11: Reading/Comprehension of Informational Text/ExpositoryText. Students analyze, make inferences and draw conclusions aboutexpository text and provide evidence from text to support theirunderstanding.b.28: Listening and Speaking/Speaking. Students speak clearly andto the point, using the conventions of language. Students continueto apply earlier standards with greater complexity. Students areexpected to express an opinion supported by accurate information,employing eye contact, speaking rate, volume, and enunciation, andthe conventions of language to communicate ideas effectively.Reading ComprehensionF: make connections (e.g., thematic links, author analysis) betweenliterary and informational texts with similar ideas and provide textualevidence.

Science TEKS

4.3Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.4.7Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:B: observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice

CLOSURE 1. Provide students with time to explain their findings about “fossil formation” and the evidence they gather about organisms that lived a long

time ago.2. Direct student groups to take 5 minutes to choose one thing that worked well with their assignment and one thing they could improve on.

When groups are done, have each one come to the board to write down their choices.3. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that

Earth's surface has changed over time?

EVALUATION

Use the following performance rubric for assessing students’ work.Performance Indicators: _______ Collaborates with the group during mini lab time _______ Works well with team members while carrying out assignment. _______ Explains what can he or she can do to support changes in our Earth’s surface over time.Observations and Rubric Score3 2 1 0

What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

LESSON PROCEDURES:BUILDING BACKGROUND ENGAGE EXPLORE EXPLAIN and ELABORATE

Introduce Fossils, Uncovering the Past by looking at the inside cover photo and starting a discussion about what they already know about fossils. Ask:• Whatdoyouseeinthese

illustrations? What are these called?• Whatisanexampleofafossil?• Wheredopeoplefindfossils?

Have students look at the Glossary. • Whichwordsarefamiliartoyou?• Whichwordsarenew?Introduce key words students needto know before reading the book.

Provide students a KWL graphic organizer to fill out what they already know about fossils and what they would like to learn.

Explain to students that fossils are made when living things die and get buried by sediments quickly before the hardest parts of the animal have a chance to decay. Have students work in pairs and look at examples of body fossils and trace fossils on page 9. Ask them to identify the differences between them.

Have students open their books to page 24. Have them understand what a paleontologist is. Tell them that because a paleontologist studies life forms that are now extinct, they rely on fossils to learn about life in the past. Show students examples of dinosaursonpages28-34.Youcanalso do a Google search for images about fossils. Ask leading questions such as:• Whatarethesepicturesof?• Whatdoyouknowabout

dinosaurs?

Tell students that today they are going to become paleontologists. Display different objects around the class including samples of fossils. Tell them they will walk around and look at the different objects. As they are observing, have them write the number of the objects they see on their paper. They should have two columns titled “fossil” and “non-fossil.” When they are finished, discuss the items classified as “fossils.” Have students refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Have students explore the lives of famous paleontologists such as Luis Alvarez who believed an asteroid hit the Earth causing the extinction of the dinosaurs. Discuss with students how scientists use fossils to help explain Earth’s past. Since there are currently no living dinosaurs, the only evidence we have about dinosaurs and other prehistoric organisms is what can be inferred from fossilized remains. Show students an example of amber that has an insect trapped inside (see page 11). Tell students that amber is fossilized tree resin that it is used for jewelry because of its beauty.Give each student a 3 x 5 index card. Have each student draw about a one-inch circle on the left side of the index card. Have them color it the color that they think is closest to the real color of amber. Students should place a small object representing an insect on the colored circle. Students will use glue to cover the insect placed on colored circle. Discuss how this represents the resin that fossilized into amber over a period of millions of years, preserving the insect.

On the right hand side of the card, have them write the process that preserved the insect.

Explain to students how fossils represent time since these are like snapshots that we can study about prehistoric life that existed a long time ago.

Have students look at pages 38-39 in their book. Explain to them how fossils of primitive humans help us understand theoretical evolutionary changes toward modern humans. Have students observe the “timeline of life” as presented on pages 44-45. Explain each one of the life eras starting with the Precambrian Era and ending with the Cenozoic Era. Have them analyze each era and discuss what kinds of fossils were found. Ask them to place in chronological order information presented in the text.

Continue with the closure and evaluation sections of the lesson. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

Lab Lesson Essential Question(s):

Fourth Grade Bilingual Pair Activity 1 #17

LOS FÓSILES: HALLAZGOS DEL PASADO

ACTIVIDAD 1

NOMBRE: ____________________________________________FECHA: ____________


Instrucciones:

Mira la ilustración de cada fósil y determina si son fósiles corporales o huellas fósiles.

Fósil Clase de fósil



ACTIVIDAD 2

NOMBRE: _________________________________________ FECHA: ____________


Instrucciones:

Completa la gráfica de “La línea del tiempo de la vida” que se presenta debajo con una breve descripción acerca de cada una y ejemplos de fósiles de esa era.

Era Breve descripción Fósiles encontrados

La Era Precámbrica

La Era Paleozoica

La Era Mesozoica

La Era Cenozoica


FÓSILES: DESCUBRIENDO EL PASADO

ACTIVIDAD 3

NOMBRE: ___________________________________________ FECHA: ____________

FÓSILES: DESCUBRIENDO EL PASADOActividad:

Lleva a cabo investigaciones sobre dinosaurios y completa un informe con tus conclusiones. Puedes utilizar sitios web como este: http://www.sciencekids.co.nz/sciencefacts/dinosaurs/types.html

Elige un tipo de dinosaurio para tu investigación. Podrías utilizar estas preguntas como guía:

• ¿Cuáleselsignificadodesunombre?Lamayoríadelasvecesestotediráalgoimportanteointeresante

acerca de los dinosaurios.

• ¿Quétipodedinosaurioera?¿Cómoseclasificayconcuáldelosdinosauriosserelaciona

estrechamente?

• ¿Cómolucetudinosaurio?Porejemplo,describecuángrandeera,quéformateníasucuerpo,sitenía

las piernas largas o cortas, si tenía cuernos, placas, crestas o garras.

• ¿Cuándoviviótudinosaurio?¿Hacecuántosmillonesdeañosexistióycuáleraelnombredeese

período geológico?

• ¿Quécomíaeldinosaurioycómoconseguíasualimento?¿Cuáleraellugardeestedinosaurioenla

cadena alimentaria?

• ¿Cómosedesplazaba?¿Andabasobredosocuatropatas?¿Semovíarápidoolento?

• ¿Cómosedefendía?¿Atacabaaotrosanimales?¿Cómo?

• ¿Cuándosehanencontradolosfósiles?¿Cuándoseencontraronporprimeravez?¿Haysolounospocos

fragmentos o hay especímenes casi completos?

• ¿Quiénnombróaldinosaurio?¿Hayalgúndatointeresantesobreelcientíficoquelonombró?

Usa tus propias palabras. Comprueba la ortografía y la gramática.


ACTIVIDAD DE ESCRITURA

NOMBRE: _______________________________________ FECHA: ____________

EXTINCIÓN DE LOS DINOSAURIOS

Instrucciones:

Los dinosaurios existieron hace millones de años. Según el científico Luis Álvarez, la extinción masiva de los dinosaurios fue causado por el impacto de un inmenso asteroide que chocó contra la Tierra hace sesenta y cinco millones de años. Después de que consigas información de materiales impresos y digitales, escribe acerca de la evidencia que apoya su hipótesis.

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No se te olvide editar tu trabajo

Revisa la escritura, puntuación y gramática. También, revisa la estructura de tu ensayo:

________ Revisé la ortografía, puntuación, capitalización, y gramática

________ Mi ensayo es claro, está bien organizado y tiene un propósito determinado.

________ Expliqué la causa de la extinción masiva de los dinosaurios.

________ Incluí evidencia que apoya la hipótesis.

Grade Four - Journal Activity - #17


CONEXIÓN HOGAR-ESCUELA: PROYECTO DE CIENCIA

Grade Four - Science Project - #17

NOMBRE: ________________________________________ FECHA: ______________

HAZ TUS PROPIOS FÓSILES

Puedes construir modelos de fósiles utilizando materiales comunes. Si vives o viajas a la zona geográfica cor-recta, puedes encontrar y recoger fósiles reales, o puedes comprar los fósiles en algunos museos o tiendas de fósiles.

Materiales:

• YesodeParís• Animalitosuobjetosplásticos,ocosasnaturalescomoconchassuficientementepequeñascomopara caber en un vaso• Agua• Recipientevertedorconunpequeñopicoparaverter• Arcillaparamoldear• Vasospequeñosdepapel• Palitosdepaleta

Instrucciones:

1. Moldea la arcilla hasta formar una bola lisa. La arcilla moldeada debe ocupar menos de la mitad de la vaso.2. Coloca el objeto boca abajo en la arcilla. No entierres el objeto. Agrega trozos de otros objetos para transformarlos en criaturas extrañas.3. Utiliza uno de los vasos de papel para medir y agrega con cuidado ½ taza de yeso en la parte superior de la impresión.4. Añade de 2 a 3 cucharadas de agua. La consistencia debe parecerse a la espesa masa de los panqueques. Si hay exceso de agua, ¡añade ENSEGUIDA una pequeña cantidad de yeso!5. Mezcla suavemente el agua y el yeso, teniendo cuidado de que la impresión no se vaya hacia abajo.6. Deja que la mezcla se asiente durante un mínimo de una hora o durante toda la noche (se recomienda).7. Rompeconcuidadoelvasosobreunbotedebasuraparaquedescubrasunfósilincreíble.8. Reutilizalaboladearcillaparaotroproyecto.Consérvalaenunrecipientehermético.9. Utiliza como abono el vaso de papel.10.Utilizavasosocontenedoresdepapeldemayortampañoparacrearfósilesmásgrandes.Recuerdaque en ese caso, vas a necesitar más yeso y arcilla.

Las impresiones son las imágenes que quedan de una planta o un animal después de que estos son presionados por sedimentos, como arcilla o tierra. Si quedan los restos, a esos restos se le llama una compresión.

Mis observaciones:

¿Qué objeto funcionó mejor? ¿Qué objeto no funcionó? ¿Qué harías diferente la próxima vez?

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NOMBRE: ____________________________________________ FECHA: ____________


ACTIVIDAD DE AMPLIACIÓN

Grade Four - Extension Activity - #17

Clasificar fósiles

Instrucciones: Después de leer: Los fósiles: hallazgos del pasado, utiliza el siguiente organizador gráfico para clasificar los fósiles basándote en sus características.

EXAMEN PREVIO EXAMEN POSTERIOR

Instrucciones:Cada pregunta tiene cuatro respuestas como opciones. Decide la que mejor completa el enunciado o la mejor elección que responde cada pregunta. En la hoja de respuestas, haz un círculo alrededor de la misma letra que escogiste como la respuesta para cada pregunta.

1. Una clase de cuarto grado observa esteejemplo para estudiar la evidencia, a travésdel tiempo, de fósiles en capas de rocas. Losdinosaurios vivieron hace más de 145 millonesde años. ¿En qué época vivieron los dinosaurios?

A. La era precámbricaB. La era paleozoicaC. La era cenozoicaD. La era mesozoica

2. La desintegración de las rocas, el suelo y losminerales se llama _______________.

A. meteorizaciónB. erosiónC. descomposiciónD. formación de rocas

3. Una clase de cuarto grado observa rocas. Unade las muestras es áspera y granulosa. Tieneun fósil de una planta. ¿Qué tipo de roca es?

A. MetamórficaB. GranitoC. ÍgneaD. Sedimentaria

PRE- AND POST-TEST GRADE 4

Unit Theme & Reading Selection 10Test Item #

Correct Response

Unit 1: Energy

Energy

Energy All Around

Forces and Motion at Work

Solar Energy

Turn on the Light

Going Green

Biofuels

Wind Energy

11

12

14

13

19

15

9

20

A

D

D

D

C

C

B

C

Unit 2: Waves and Information

Oceans

Cell Phones

The Amazing Facts About Sounds

24

16

17

B

C

B

Unit 2: Structure, Function, and Information Processing

Let’s Investigate Light

Skeletons and Exoskeletons

Reproduction in Plants

The Nervous System

21

22

23

25

B

C

D

A

Unit 4: Earth’s Systems: Processes that Shape the Earth

Rocks, Minerals, and Soil

Fossils: Uncovering the Past

Plate Tectonics and Disasters

The Earth and the Role of Water

Continents

Mountains

3

1

18

2

4

5

D

D

A

B

D

B

Unit 5: Earth and Human Activity

Our Footprint on Earth

Built to Last

Using Tools to Understand Our World

6

7

18

8

10

A

C

A

A

C

Question # Correct Response

1 D

2 B

3 D

4 D

5 B

6 A

7 C

8 A

9 B

10 C

11 A

12 D

13 D

14 D

15 C

16 C

17 B

18 A

19 C

20 C

21 B

22 C

23 D

24 B

25 A

at a glance grade 4 - titlewave...at a glance grade 4 unit 1 lessons/teks reading selection teks...

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