| MST1.E.SI1A |
Students ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. |
| MST1.E.SI1B |
Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. |
| MST1.E.SI1C |
Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. |
| MST1.E.SI2A |
Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations that they have helped formulate. |
| MST1.E.SI2B |
Students share their research plans with others and revise them based on their suggestions. |
| MST1.E.SI2C |
Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities, such as length, mass, volume, temperature, and time. |
| MST1.E.SI3A |
Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. |
| MST1.E.SI3B |
Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. |
| MST1.E.SI3C |
Students share their findings with others and actively seek their interpretations and ideas. |
| MST1.E.SI3D |
Students adjust their explanations and understandings of objects and events based on their findings and new ideas. |
| MST4.E.PS2A |
Students describe the relationships among air, water, and land on Earth. |
| MST4.E.PS3A |
Students observe and describe properties of materials using appropriate tools. |
| MST4.E.PS3B |
Students describe chemical and physical changes, including changes in states of matter. |
| MST4.E.PS4A |
Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. |
| MST4.E.PS4B |
Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy.) |
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To master the following objectives, the students must be actively engaged in the learning through the process of inquiry. Refer to the attached document which summarizes the Standard 1 Scientific Inquiry Performance Objectives.
Essential questions :
-What is Matter and how is it described?
-What causes changes in matter and how are the changes identified?
*(this unit overlaps with the Forces and Energy units.)
Describing Matter
MST4.E.PS2A
2.1c
MST4.E.PS3A
3.1a, 3.1b, 3.1c, 3.1d, 3.1e, 3.1f, 3.1g
MST4.E.PS3B
3.2a, 3.2b, 3.2c
MST4.E.PS4A
4.1d
MST4.E.PS4B
4.2a
- The student will be able to describe, and compare and contrast the solid, liquid and gas phase of matter…specifically: their volume and shape
- The student will be able to sort, compare and contrast… according to shape, size, mass, weight, volume, color, magnetism, conductivity, floatability, relfectiveness, temperature, texture, state, phase
- The student will be able to measure length, width, height, diameter, mass, and volume in with the appropriate unit (inches, half inches, quarter inches, centimeters, grams, and milliliters)
- The student will be able to identify/describe/explain the energy responsible for a change in state of matter observed in matter (Heat: melting, boiling, condensing, evaporating, freezing)
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MacMillan. McGraw-Hill Science, A Closer Look
Matter, property, mass, volume, solid, liquid, gas, state of matter
Explore –Inquiry Activity #1 Do: How can you tell if something is a liquid or a solid? (Text pg 411)
Read Chapter 9, pg 412-416
Quick Lab: Do: States of Matter (Text pg 415)
(This one activity is not enough, students should be investigating, predicting, and explaining things that conduct, are magnetic, reflect, float, etc.)
metric system, centimeter, meter, length, width, diameter, volume, mass, weight, gravity
Explore –Inquiry Activity #2 Do: How can you compare matter (Text pg 421)
Read Chapter 9, pg 422-427
(This one activity is not nearly enough, students should be measuring something every week until they are comfortable with measuring)
Quick Lab: Do: Comparing Densities (Text pg 425)
(This one activity is not enough, students should be predicting, investigating, and explaining things that float and things that don’t)
physical change, change of state, melting, boiling, evaporation, condensation, freeze, energy)
Explore –Inquiry Activity #3 Do: Can you change the properties of a solid?
(Text pg 445)
Read Chap10, pg 446-452
Quick Lab: Do: Heat and Evaporation (Text pg 449)
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Vocabulary Game: Matter
Science in Motion: States of Matter(VIDEO)
Vocabulary: States of Matter
Vocabulary Games: Classifying Matter
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Math-
Measurement- using centimeters, inches, grams, milliliters
Data tables and graphs- (especially using tallies)
ELA- Narrative Procedure (This does not follow the current pacing guide however they have written them in previous grades)
ELA- Guided Reading: Nonfiction (Focus on Main idea and supporting details, reading the pictures, diagrams, charts, etc.)
Science Yellow Pages- TR56-TR61 Information for the teacher to teach chapters 9-11
Foldable- Instructions p. R27 Language Arts-
Foldable-Make a Study Guide p. 417
Writing Link- Write a Paragraph- p. 417
Writing in Science- Descriptive Writing p. 418
Math in Science- Volume-p. 419
Science In Motion- p. 425
Foldable-Make a Study Guide p. 427
Math Link- Solve a Problem- p.427
Measure-Inquiry Skill- p. 428-429 Complete this skill builder activity on measurement.
Science In Motion- p. 449
Foldable-Make a Study Guide p. 453
Writing Link- Write a Speech- p. 453
Careers in Science- p.476
Changing States (WEB)
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| MST1.E.SI1A |
Students ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. |
| MST1.E.SI1B |
Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. |
| MST1.E.SI1C |
Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. |
| MST1.E.SI2A |
Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations that they have helped formulate. |
| MST1.E.SI2B |
Students share their research plans with others and revise them based on their suggestions. |
| MST1.E.SI2C |
Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities, such as length, mass, volume, temperature, and time. |
| MST1.E.SI3A |
Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. |
| MST1.E.SI3B |
Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. |
| MST1.E.SI3C |
Students share their findings with others and actively seek their interpretations and ideas. |
| MST1.E.SI3D |
Students adjust their explanations and understandings of objects and events based on their findings and new ideas. |
| MST4.E.PS5A |
Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. |
| MST4.E.LE3B |
Students observe that differences within a species may give individuals an advantage in surviving and reproducing. |
| MST4.E.LE5B |
Students describe some survival behaviors of common living specimens. |
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To master the following objectives, the students must be actively engaged in the learning through the process of inquiry. Refer to the attached document which summarizes the Standard 1 Scientific Inquiry Performance Objectives.
Essential questions :
-What is a force and how do we tell when it is acting on matter?
-How do we account for the change in position, or direction of movement, of an object?
-What are simple machines and how do they help us?
*(this unit overlaps with the Properties of Matter and Energy units.)
Force
MST4.E.PS5A
5.1a, 5.1b, 5.1c, 5.1d, 5.1e, 5.1f
MST4.E.PS5B
5.2a, 5.2b
- The student will be able to identify/describe/explain the force and/or energy responsible for a change observed in the position of matter…ie. Movement (gravity, magnetism, push, or pull)
- Using repeated trials, the student will be able to investigate the variables that affect the force of objects moving up and down inclined planes (ramps), and other simple machines (lever, pulley)
- The student will be able to demonstrate and explain the force of friction (resists motion, slows things down, wheel helps over come).
- Through investigation, the student will be able to demonstrate and describe the short distance over which magnetic forces act.
The student will be able to identify simple machines (inclined plant, pulley, lever, wheel) and describe and demonstrate their usefulness.
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position, speed, friction, gravity
Explore –Inquiry Activity #4 Do: How fast does it move?
(Text pg 483)
Read Text, chap 11, pg 484-488
balanced force, unbalanced force, relationship between force and mass (more mass needs more force to move it), friction and motion
Explore –Inquiry Activity #5 Do: How do forces change motion? (Text pg 493)
Read Text, chap 11, pg 494- 498
Quick Lab: Do: Friction and Motion (Text pg 498)
Work, force, forms of energy, chemical energy, electric energy, light energy, mechanical energy, heat energy, sound energy, transform and transfer energy
Explore –Inquiry Activity #6 Do: How are position and force related? (Text pg 503) (To prepare for the NYS Performance Test, this Inquiry Activity should also be done by having the car run into an object to measure the transfer of force from the car to object.)
Read Text chap 11, pg 504-508
simple machine, lever, wheel, axle, pulley, inclined plane
Explore –Inquiry Activity #7 Do:
How do pulleys reduce force? (Text pg 513)
and/or
How do ramps help move objects (Text pg 522)
Read Text chap 11 pg 514-520.
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Vocabulary Games: Force and Motion (WEB)
Other possible investigations: -How many pieces of paper will a magnet hold up?
Vary and Evaluate the force of objects striking each other after one rolls down an inclined plane (change angle or ramp, change mass of item rolling…change starting point of item rolling) or swings on a pendulum… measure distance objects moves after being struck
Vocabulary Games: Simple Machines (WEB)
e-Review: Force and Motion (WEB)
Vocabulary Games: Work and Energy (WEB)
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Math- Statistics
and Display of Data
Predictions and Infer from Data (from explore activities)
ELA- Graphic Organizers- Fact/opinion. Cause /Effect, Prediction, Infer, Frayer Model, etc
Foldable-Make a Study Guide p. 489 Social Link- p 489
Science In Motion-p. 496
Foldable-Make a Study Guide p. 499
Writing Link- Write a Narrative- p. 499
Writing in Science- Explanatory Writing p.500
Math in Science- Volume-p. 501
Foldable-Make a Study Guide p. 509
Writing Link- Explanatory - p. 509
Social Link- p 509
Foldable-Make a Study Guide p. 521
Writing Link- Write an Advertisement- p. 521
Math Link- Solve a Problem- p.521
Internet4Classrooms (WEB)
Vision Learning (Teacher Resource)
ThinkQuest- Energy (Teacher Resource)
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|
| MST1.E.SI1A |
Students ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. |
| MST1.E.SI1B |
Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. |
| MST1.E.SI1C |
Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. |
| MST1.E.SI2A |
Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations that they have helped formulate. |
| MST1.E.SI2B |
Students share their research plans with others and revise them based on their suggestions. |
| MST1.E.SI2C |
Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities, such as length, mass, volume, temperature, and time. |
| MST1.E.SI3A |
Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. |
| MST1.E.SI3B |
Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. |
| MST1.E.SI3C |
Students share their findings with others and actively seek their interpretations and ideas. |
| MST1.E.SI3D |
Students adjust their explanations and understandings of objects and events based on their findings and new ideas. |
| MST4.E.PS2A |
Students describe the relationships among air, water, and land on Earth. |
| MST4.E.PS4A |
Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. |
| MST4.E.PS4B |
Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy.) |
|
To master the following objectives, the students must be actively engaged in the learning through the process of inquiry. Refer to the attached document which summarizes the Standard 1 Scientific Inquiry Performance Objectives.
Essential questions :
-What is energy and how are the common forms of energy described?
-How are changes in energy recognized?
-What is the difference between and open and closed electrical circuit?
*(this unit overlaps with the Properties of Matter and Forces units.)
Energy
MST4.E.PS2A
2.1c
MST4.E.PS4A
4.1a, 4.1b, 4.1c, 4.1d, 4.1e, 4.1f, 4.1g
MST4.E.PS4B
4.2a, 4.2b
- The student will know that energy is never created or destroyed; it only changes form or transfers from one place to another
- The student will be able to identify heat, electricity, sound, light, movement (mechanical) and “stored” (chemical…ie., batteries) in energy transfers (ie. Moving drumstick to sound, chemical battery to electrical wire to light bulb, etc.)
- The student will be able to investigate materials to determine which transfer heat and electricity better than others (metal, copper wire, plastic insulation, rubber, etc)
- The student will be able to demonstrate the difference between open and closed circuits.
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Chap 11, Lessons 1-5 are important for 4th grade for the vocabulary and recognition of energy: heat, electricity (circuits), light and sound.
Chap 11, Lessons 1-5 are also important for the introduction to understanding how these energy forms move and act, for 5th grade science.
Activities that should also be done to prepare the 4th grade student for the State Science Test:
-Trace energy in the real world…sun to…?
Gas to…? Electricity to….? Food chains. Water cycle, Etc.
-Investigate energy flow through wire…does it conduct or not? How do you get the light to light?
-Switches and open/closed circuits
-Why is copper wire covered with insulation?
-Report writing…how do humans utilize, waste, and/or interact with energy…the good and the bad
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Science in Motion: Generator (VIDEO)
Vocabulary Game: Electricity(WEB)
Science in Motion: Circuit (VIDEO)
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Electricity Sites List (these also include question sets on Quia)
List of many electricity links
Electricity (WEB)
The Blobz Guide (WEB)
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