Grade 4 Earth Science Unit (4.E.1)
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1 Grade 4 Earth Science Unit (4.E.1) Decision 1: What will students learn in this unit? Standards Addressed: 1. Science: 4.E.1 2. Reading Informational Text: R.I Math: 4.MD.1 4.NBT.5 4. Writing: W.4.2d W.4.2e 5. Technology 6. Other What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit? Know Understand Do The cause of day and night as a result of the rotation of the Earth. The phases of the moon in order (New, Full, Waxing, and Waning). The cause of day and night as a result of the rotation of the Earth. The phases of the moon in order (New, Full, Waxing, and Waning). Explain the cause of day and night as a result of the rotation of the Earth. Explain the monthly changes in the appearance of the moon. Create a model of the phases of the moon: New, Full, Waxing, and Waning. Decision 1 What will students learn in this unit?
2 Indicators What does each number or adjective in your scale mean? Decision 2: Assessment Formative assessment opportunities are distributed in each lesson throughout the unit. Final Summative Assessment: Pages 6-9 Decision 2: Assessments Rubric Reminders: Scale Criteria (Proficient) 4 Decision 2 Assessment: Rubric Reminders
3 Decision 3: Student Learning Map Key Learning Targets: I can describe the causes of day and night. I can explain the monthly changes in the appearance of the moon. Concept: The Earth rotates on an axis and this rotation causes one side of our planet to receive light rays from the sun while the other side is in darkness (day and night). This rotation occurs over a 24- hour period. Learning Targets: I can explain the cause of day and night as a result of the rotation of the Earth. Concept: The moon s appearance (phase) is determined by its position relative to the Earth and Sun. The appearance of the moon changes in a specific pattern (New, Waxing, Full, Waning) and repeats this sequence over the course of approximately 28 days. Learning Targets: I can explain and sequence the moon s phases. I can model the phases of the moon to change. Concept: Vocabulary: rotate/rotation revolve/revolution axis orbit Vocabulary: moon lunar waxing waning reflect full cycle phase crescent Vocabulary: Decision 3 Student Learning Map
4 Decision 4: Launch Activities Hooks and Links: 1. Anticipation Guide: See attachment Anticipation Guide- 4.E.1.doc Have students complete anticipation guide. Students will answer True or False for each of the questions. As a later formative assessment, have students correct their answers and make false statements true. 2. Watch Study Jams video A Day on Earth Decision 4 Launch Activities
5 Decision 5: Acquisition Lesson One: Day and Night Language Objective(s), where appropriate: Lesson Essential Question(s) or I Can Statement(s): I can explain the cause of day and night as a result of the rotation of the Earth. Activating Strategies: (Learners Mentally Active) See Hooks and Links activities. Acceleration/Previewing: (key vocabulary) Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Model day and night: Use flashlights (sun), mirrors (moon), and globe (earth) to model. (Talk about day and night, in relation to the rotation of the earth and in relation to the sun. Use a flashlight and a globe to model this. Be sure to point out that the earth s axis is on a tilt, a degree tilt, to be exact.) After acting it out as a class and in small groups, draw diagram showing how day and night occur (include sun and earth, and lines showing direction of light). Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions In science journals, have students draw a diagram and write to explain the cause of day and night as a result of the rotation of the earth. Lesson Resources Study Jams.com Materials: flashlight globe or other kind of sphere mirrors science journals Decision 5 Acquisition Lesson Planning
6 Decision 5: Acquisition Lesson Two: Day and Night Language Objective(s), where appropriate: R.I. 4.4 R.I. 4.3 R.I.4.7 Lesson Essential Question(s) or I Can Statement(s): I can explain the cause of day and night as a result of the rotation of the Earth. Activating Strategies: (Learners Mentally Active) Disney Pixar Short- Day and Night (Access through Gaggle account to show in classroom) Introduce key vocabulary (rotate, revolve, axis, orbit) Kinesthetic Activity: model possible movements to go along with each word. Acceleration/Previewing: (key vocabulary) Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Non-fiction Scott Foresman Leveled Reader: Darkness into Light (p.3-7) Divide students into small groups and jigsaw read sections. Each group will create and present a poster to illustrate their learning. Math integration for day/night: 1. The sun rose at 7:00 am and set at 5:45 pm today. How many hours of sunlight did we have? 2. How many hours are in 5 days on Earth? 3. How many hours are in the month on January? Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Give Me a. and a? activity. See attached organizer ( Give Me doc). Alternate summarizers are also applicable. Lesson Resources Scott Foresman Leveled Reader: Darkness into Light Disney Pixar Short: Day and Night Poster making essentials- chart paper, markers, etc. Give Me a. and a? organizer Post-it Notes Decision 5 Acquisition Lesson Planning
7 Decision 5: Acquisition Lesson Three: Phases of the Moon Language Objective(s), where appropriate: Lesson Essential Question(s) or I Can Statement(s): I can explain and sequence the moon s phases. I can model the phases of the moon to change. Activating Strategies: (Learners Mentally Active) Study Jams video: Moon Acceleration/Previewing: (key vocabulary) Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Create a foldable with one flap for each moon phase (see attached photo). On the outside flap, label with the phase name and cut out or draw an example. On the inside of each flap, write a description of that phase. Homework: Moon journal. Record what the moon looks like each night by drawing a picture and record the date and time for a two-week period of time. Math integration for phases of the moon: 1. One lunar month is about 28 days. How many days are in three lunar months? 2. How many hours are in a lunar month? Writing prompt for phases of the moon: As a result of your reputation as a lunar expert, you have been asked by NASA to narrate their next documentary on the phases of the moon. The time lapsed video begins with a new moon. You are to name and describe what the viewer is seeing as each phase appears in the video. Your goal today is to write the script you will be reading. Use the space below to plan what you will say. Then write your script on notebook paper. Summarizing Strategies: Learners Summarize and Answer Essential Questions Students Give One-Get One fact that they have learned about the phases of the moon. Lesson Resources Study Jams video (link above) Construction Paper (18 x 24, black). One for each student. White construction paper for cutting circles for moon models. Paper for writing information to glue inside foldable. Scissors Glue Decision 5 Acquisition Lesson Planning
8 Decision 5: Acquisition Lesson Four: Phases of the Moon Language Objective(s), where appropriate: Lesson Essential Question(s) or I Can Statement(s): I can explain and sequence the moon s phases. I can model the phases of the moon to change. Activating Strategies: (Learners Mentally Active) Brainpop.com video: Moon Phases Oreo Phases of the Moon Activity Acceleration/Previewing: (key vocabulary) Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Math integration for phases of the moon: 1. One lunar month is about 28 days. How many days are in 3 lunar months? 2. How many hours are in a lunar month? Summarizing Strategies: Learners Summarize and Answer Essential Questions Students Give One-Get One fact that they have learned about the phases of the moon. Lesson Resources Study Jams video (see link above) Construction Paper (18 x 24, black). One for each student. White construction paper for cutting circles for moon models. Paper for writing information to glue inside foldable. Scissors Glue Decision 5 Acquisition Lesson Planning
9 Decision 6: Extending Thinking Activities Include extending activities for several lessons in the essential units. Cause/Effect Compare/Contrast Deduction Justification Induction Analyzing Perspective Error Analysis Abstracting Evaluation Classifying Constructing Support Writing Prompt Decision 6 - Extended Thinking Activities
10 Decision 7: Differentiating the Unit What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students? choice menus Compacting grouping seating visual, auditory, kinesthetic activities scaffolding real world meaning Interests Decision 7 Differentiating the Unit
11 Decision 8: Unit Calendar Determine the most viable sequence for the experiences, activities, and lesson and create a timeline. Decision 8 Unit Calendar
12 Decision 9: Resources Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this unit. Decision 9 Resources
13 Unit Designers: Date: 1/22/2013 Donna Godley Adrienne Pomeroy Ryan Mitchell Deborah Taylor Rosemary Stalter Cara Vaughn Name School Dana Fletcher Sugarloaf Sugarloaf Atkinson Marlow Unit Designers
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