Name__________________________________________________________________

4th Grade - Grading Period 1 Overview

Ohio's New Learning Standards

Scientific Inquiry and Application Practices

Changes in an organism's environment are sometimes beneficial to its survival and

sometimes harmful.

Clear Learning Targets "I can"

1. ____ follow a laboratory procedure and work collaboratively within a group using

appropriate scientific tools.

2. ____ work individually, with a partner, and as a team to test a scientific concept,

change a variable, and record the experimental outcome.

3. ____ use the engineering design cycle to develop a solution with a predictable

outcome.

4. ____ cite specific text or online resource to support a proposed design solution.

5. ____ explain that some changes in an environment can take a really long time to

happen and some changes can be dramatic.

6. ____ conduct an experiment to show the effects of various factors on an organism.

7. ____ draw conclusions about observations in changes in environments.

8. ____ design and create a picture book to explain the ideas of environmental change

Name_________________________________________________________________

4th Grade - Grading Period 1 Overview

Essential Vocabulary/Concepts Thinking Like a 21st Century 4.LS.1

Scientist and Engineer

Classify

Communicate

Compare

Conclude

Data

Design Cycle

Engineer

Evidence

Infer

Interpret

Investigate

Justify

Measure

Observe

Organize

Predict / Hypothesis

Question

Record

Relate

Science

Variable

Abiotic

Biotic

Ecosystem

Migration

Populations

Resources

Climate

Evidence

Impact

Interrelationships

Organism

Reproduce

Survive

Science Inquiry Preface

At the beginning of each curriculum map, there is a unit designated to Science Inquiry and

Application standards. These are meant to be taught throughout the entire school year. If you

do not get to all the lessons in the first unit, this is okay. You can revisit them at the end of the

year, after testing, or at a later point in the school year. They are meant as an introduction for

students to attempt to adopt the principals of thinking like a scientist and learning how to use

correct scientific procedures.

It is important to note that all of the lessons in the first quarter within this unit DO NOT need

to be completed in the first quarter. They are meant as a guide for the teacher. That being

said there is one area that is required for all grade levels. This would be the lesson(s) dealing

with Lab Safety and Lab Equipment. It is imperative that you go over all lab procedures and

safety with your students. They need to know how to conduct themselves in a

lab/investigation setting appropriately.

4th

Grade Science Unit:

Thinking Like a 21st Century Scientist and Engineer

Unit Snapshot

Topic: Scientific Process

Grade Level: 4

Summary

Duration: 6 weeks

The following activities allow students to develop scientific and engineering

process skills. Students will explore cause and effect as they change a

variable during scientific investigations. Using 21st century skills, students will

use technology, develop team building skills, and learn good laboratory

procedures while using science equipment. Lab safety rules will be

developed for each classroom. Finally, students will use problem-solving skills

to create a solution to an engineering design challenge.

CLEAR LEARNING TARGETS "I can"statements

____ follow a laboratory procedure and work collaboratively within a group using

appropriate scientific tools.

____ work individually, with a partner, and as a team to test a scientific concept,

change a variable, and record the experimental outcome.

____ use the engineering design cycle to develop a solution with a predictable

outcome.

____ cite specific text or online resource to support a proposed design solution.

Activity Highlights and Suggested Timeframe

Team Building: "Dino Discovery" The objective of the following activities is to give

Day 1

Days 2-5

Days 6-8

students the opportunity to obtain data, evaluate the data, and question the value of

good data in an engaging manner.

Lab Safety: Science Exploration Safety Contract and game cards. "Lab Safety Cartoon Comic" Students will learn the safety contract while creating game cards to practice safety procedures. A signed safety contract is required to complete future

science exploration activities.

Laboratory Procedures and Equipment: "Describe It"- directional drawings. Students will use this year's science equipment to complete individual tasks as well as a group task. Students will record measurements and produce a graph of the results.

1

Days 9-10

Days 11-23

Days 24-31

Day 32

Day 33

Computer Technology: Microsoft Word task activity. Keyboarding games. Students will practice keyboarding skills (typing) using web-based games. Students will create

a Microsoft Word document, save the file to the network folder, print the document, and be

able to retrieve the file after saving.

Introduction to Science and Engineering: The objective of the following activities is to give students the opportunity to identify and describe a real-world problem. First,

students will recognize that scientific experimentation is the examination of cause and effect relationships, with the goal of finding and understanding causal mechanisms in nature. The purpose of science is not to achieve a prescribed outcome. Students will then work through the engineering design cycle to develop a practical

solution with a desired outcome.

Inquiry Design Challenge: Complete the "Insect Apartments" Design or Windmills Design Challenge. Students will develop solutions to their

engineering design challenge using 21st Century Skills and technology.

Short Cycle Assessment: A teacher created short cycle assessment will be administered at the end of the unit to assess all clear learning targets.

Extension / Intervention: Based on the results of the short cycle assessment,

facilitate extension and/or intervention activities.

Inquiry Design Cycle:

2

LESSON PLANS

NEW LEARNING STANDARDS: Grade 4: Designing Technological/Engineering Solutions using Science Concepts.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

STUDENT KNOWLEDGE: Students will continue to develop "Thinking like a 21st Century Scientists and Engineers"

Designing Technological/Engineering Solutions using science concepts Demonstrating Science Knowledge Interpreting and Communicating Science Concepts

Future Application of Concepts Next grade level engineering design

MATERIALS: Team Building

Dino Discovery handout Dino Discovery card cutouts Pencil

Lab Safety Lab Safety PowerPoint presentation Have paper, pencils, and crayons available for student use Projector attached to a computer to show the PowerPoint presentation Copies of the "Science Exploration Safety Contract" for each student Copies of the "Lab Safety Cartoon" with questions Copies of the Lab Safety Cards Construction paper cut into card sized pieces Glue

Introduction to Science and Engineering Measuring with

Straws Straws

Classroom objects

Marker

Water

2 plastic cups

Laboratory Procedures and Equipment Copies of "Describe it!" Eye Droppers

Thermometer 2 cups per group Pan Scale Water Hot Water Lab

Report Food Coloring Copies of "In Hot Water" Graph Paper Colored Pencils, Markers, or Crayons

Computer Technology Introduction "example letter"

Inquiry Design Challenge Glass or plastic Jars

Nets or t-shirt fabric Transparency sheet (windows) Shovels Lids Scrap building material Straws

String Picture frames (walls)

3

Build a Straw Model and Testing Straw Model 16 plastic straws

30 paper clips (small)

30cm masking tape

Paper cups

1 Large paper clip

Pennies (for weight)

VOCABULARY: Primary

Observe

Question

Communicate

Predict / Hypothesis

Investigate

Measure

Record

Conclude

Data

Evidence

Interpret

Justify

Variable

Optional: "Roberto the Insect Architect" By: Nina Laden available through Columbus Metropolitan Library

Secondary Compare

Organize

Classify

Relate

Infer

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress

throughout the unit, and to become aware of students misconceptions

related to science process skills and engineering design.

Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to

you that a student has met the learning

EVALUATE (1 day and on-going)

(What opportunities will students have to express their thinking? When will students reflect on

what they have learned? How

will you measure learning as it occurs? What evidence of student learning will you be

looking for and/or collecting?)

Consider developing a teacher- created formative assessment.

1. Team Building 2.

Science Safety

3. Science Exploration

Procedures

4. Keyboarding skills and

technology literacy

5. Inquiry Design Cycle

objectives? 1. Student learning should be visible in

the classroom after each of the following activities:

Team Building Computer Technology

Engineering Design Challenge 2. The group presentation to class can

assess the ability of students to apply their knowledge during the following activities:

Lab Safety Lab Procedures

3. Teacher-created short cycle assessment will assess all clear

learning targets.

4

EXTENSION/

INTERVENTION (1 day or as needed)

EXTENSION 1. Students will continue to use

classroom computers to record data and research

ideas. 2. Students will continue to

practice keyboarding skills and

computer technology literacy. 3. Students will create additional

Microsoft Word documents and PowerPoint presentations

INTERVENTION 1.www.discoveryeducation.com

related videos for process skills

and measurements.

2. Keyboarding and typing

games.

Scientists and Engineers use different sets of skills. Scientists follow a method to demonstrate cause and effects relationships in an experiment. Scientists change a single variable and record the effect that results. The outcome is

COMMON

MISCONCEPTIONS

DIFFERENTIATION

ADDITIONAL

RESOURCES

unknown. Engineers conversely, design the outcome and build a procedure to get to an expected outcome. Engineers use scientific knowledge (gathered through scientific experimentation) to design a solution to an observable problem. Engineers use a design cycle to test, modify, and optimize the solution.

Higher-Level: Consider having students create their own scientific investigations and engineering design challenges

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE:

Textbook Resources:

MacMillan Science Textbook

Optional: "Roberto the Insect Architect" By: Nina Laden

Websites: http://www.freetypinggame.net/play.asp http://www.learninggamesforkids.com/keyboarding_games.html http://www.bbc.co.uk/schools/typing/ http://games.sense-lang.org/

Templates Science Exploration Report

Inquiry Design Cycle Graphic Organizer

Science Notebook

5

4th Grade

SAFETY

ADVANCED

PREPARATION

Thinking Like a 21st Century Scientist / Engineer:

Team Building

Students should have adequate space to move freely.

Copies of Dino Discovery handout Pencils

Objective: Scientists often have to collect data and communicate the results to

other scientists. Developing communication skills within a team and leading

a team to present information is an important scientific skill. The objective of the following activity is to give students the opportunity to work with a

random group on a team challenge. Students will need to rehearse and divide tasks for the dinosaur to function as a whole. Teams will need to work together

to communicate three ideas to their classmates. The class will then discuss the

challenges involved with teamwork and group presentations.

ACTIVITIES

(1 day)

What is the teacher doing? Dino Discovery (Day 1) Explain to students that this is a random grouping and they will need to listen to each other as well as

communicate their thoughts. Part I

Each participant gets a card that

has one dinosaur picture and the sound the dinosaur

makes. -Tyrannosaurs -Raptor

-Pterodactyl -Triceratops

-Brachiosaurus -Plesiosaur Part II

Once a group is organized the

second challenge begins. The challenge is to represent the movement of the dinosaur

using each member of the group. One person could be the body, another the arms and a third could be the legs. Two and three headed dinosaurs are okay, but only ONE will be permitted to speak when called upon. Handout the Dino Discovery Team Build Handout and explain that they are acting out three characteristics of

their dinosaur. Where the dinosaur lives

What the dinosaur eats

Speed of the dinosaur

What are the students doing? Dino Discovery (Day 1) Grouping Strategy: It is recommended that students are grouped at random. Part I 1. Individuals will make the sound of

that dinosaur as they walk around until each member is found and the team

is formed. 2. The team reveals their cards to make

sure they have the correct group.

Part II 3. Students will be asked to work as a

team and act out "like charades" their

team dinosaur. One member of the team may make the dinosaur call, but each member must be a part of the animal and move like the animal moves. For example, Pterodactyl's have very long wings and may require two students for each arm!

4. Each group will have a few minutes to rehearse and then will perform for the

class. 5. The rest of the class will silently make

guesses about the dinosaur on their

Dino Discovery Team Build Handout.

1

Name_______________________________________Date____________________________

Dino Discovery Team Build

Where it lives

What it eats

Speed

Dinosaur Name

Where it lives

What it eats

Speed

Dinosaur Name

Where it lives

What it eats

Speed

Dinosaur Name

Where it lives

What it eats

Speed

Dinosaur Name

Where it lives

What it eats

Speed

Dinosaur Name

Where it lives

What it eats

Speed

Dinosaur Name

Land

best guess:

Land

best guess:

Land

best guess:

Land

best guess:

Land

best guess:

Land

best guess:

Meat

Fast

Meat

Fast

Meat

Fast

Meat

Fast

Meat

Fast

Meat

Fast

Water

Water

Water

Water

Water

Water

Plants

Slow

Plants

Slow

Plants

Slow

Plants

Slow

Plants

Slow

Plants

Slow

Air

Air

Air

Air

Air

Air

2

Gro

up

#1

Gro

up

#2

Gro

up

#3

Gro

up

#4

Gro

up

#5

Gro

up

#6

Watch each group "act out" their dinosaur-

then GUESS the name of the dinosaur.

"GrrrrRoar"

"gruntbubble bubble"

"hisssnap"

"Caw, caw"

"Hmmmcrunch"

Thud, thud, moan"

3

4th

Grade Thinking Like a 21st Century Scientist / Engineer:

Laboratory Safety Open and preview the Lab Safety PowerPoint presentation Have paper, pencils, and crayons available for student use Projector attached to a computer to show the PowerPoint presentation

ADVANCED

PREPARATION

Copies of the "Science Exploration Safety Contract" for each student Copies of the "Lab Safety Cartoon" with questions Copies of the Lab Safety Cards Construction paper cut into card sized pieces Glue Scissors

Objective: To review the Science Exploration Safety Contract. Discuss how to be safe when conducting science exploration activities. Students will

understand the difference when using safe science practices and unsafe

practices. What is the teacher doing? Lab Safety (Days 1-2)

Access the Lab Safety PowerPoint by pressing Click

here. Present the PowerPoint presentation and lead a discussion using the science

exploration safety contract. Distribute the Science

Exploration Safety Contract located below Read and discuss Safety Contract with students

What are the students doing? Lab Safety (Days 1-2)

Read the "Science Exploration Safety Contract" and take home for

agreement signature. Create mind map of lab safety procedures as outlined in the PowerPoint presentation

directions. Read the Science Exploration Contract and discuss

why lab safety is important.

Students take the contract home so that it can be signed by a

parent/guardian and returned

ACTIVITIES

(4 days)

Direct students to have the contract signed by their parent/guardian and returned to the teacher. It is

very important that students not actively participate in lab

activities until the form has been signed, returned to the

teacher, and held on file. Assist

students in completing the Lab Safety Cartoon worksheet using the cartoon diagram.

to the teacher before participating in any laboratory

experiences. Students complete the Lab Safety Cartoon worksheet using the

cartoon diagram.

(Days 3-4) (Days 3-4)

Prepare copies of the "Lab Safety Cards" Describe game play and group students to play one of the games indicated

below. Facilitate gameplay

Cut out "Lab safety cards" and glue them to construction paper or

notecards - to create a deck of

playing cards. Choose a game to play and practice the safety concepts.

1

Lab Safety Cartoon

http://www.biologycorner.com/resources/safety.gif 2

Name ______________________________________________________________________

Lab Safety Cartoon Questions:

1. List 3 unsafe activities shown in the illustration and explain why each is

unsafe.

a. __________________________________________________________________

b. __________________________________________________________________

c. __________________________________________________________________

2. List 3 correct lab procedures depicted in the illustration.

a. __________________________________________________________________

b. __________________________________________________________________

c. __________________________________________________________________

3. Find Bob. What should Bob do after the accident?

4. What should Sue have done to avoid an accident?

5. What are three things shown in the lab that should not be there?

a. __________________________________________________________________

b. __________________________________________________________________

c. __________________________________________________________________

6. List three items in the illustration that are there for the safety of the students

in the lab.

a. __________________________________________________________________

b. __________________________________________________________________

c. __________________________________________________________________

3

Science Exploration Safety Contract

o I will act responsibly at all times while conducting a science investigation.

o During a science exploration, I will wait for instructions before touching

any equipment, chemicals, or other materials.

o I will not eat food, drink beverages, or chew gum during science

exploration. I will not use science containers for food or drinks. o I

will keep my area clean during a lab.

o I will immediately notify a teacher of any accident (spill, breakage, etc.)

or injury (cut, burn, etc.) no matter how small it may appear.

o I know what to do if there is a fire drill during a science exploration.

o I will handle all living organisms used in a lab activity in a humane manner.

o I will tie back long hair, remove jewelry and wear shoes with closed ends

(toes and heels) while conducting science exploration.

o I will not work alone with a science exploration unless instructed to do so.

o I will not take chemicals or equipment out of the classroom unless

instructed to do so.

o I will dispose of all chemical waste according to teacher's directions.

o All chemicals are to be considered dangerous. I will not touch, taste, or

smell any chemicals unless specifically instructed to do so.

AGREEMENT

I, ________________________________________________________________,

have read each of the statements in the Science Exploration Safety

Contract and understand these safety rules. I agree to abide by the

safety regulations and any additional written or verbal instructions

provided by the school district or my teacher. This contract ensures

that students and the teacher know exactly what is expected of them.

1. Please list any food or contact allergies (e.g. allergy to peanuts, plant,

latex, etc.)

______________________________________________________

2. Please provide a daytime emergency contact

(Contact person)______________________ (Contact phone number) ______________

3. Student Signature ______________________ Date _________

4. Parent Signature _______________________ Date _________ Adapted from http://www.flinnsci.com/Documents/miscPDFs/Safety_Contract.pdf

4

Lab Safety Contract and Cards - TEACHER PAGE

Each year students will need to sign and be reminded of the content of

the Science Exploration Safety Contract. On the website is a

PowerPoint presentation called 4th Grade Lab Safety.pptx. Click here to

access the file. Use the PowerPoint as you read over the Science

Exploration Safety Contract with students so that the students can see the

visual connection to the written rule.

Then, pass out the Lab Safety Cards. Have the students cut out the images and

the corresponding words. Students paste the words and images on to

construction paper, also cut into cards. Make sure that one card contains

an image and another card contains the corresponding word. Also,

ensure that the picture cards are all of similar size. The word cards should also

be of similar size. Students can now use the cards to play a variety of games

including Bingo, Go Fish, charades and others.

Bingo: The teacher uses one set of vocabulary word cards to draw out the

Bingo call. The students use the image cards and a Bingo Board below.

They will place the image on the squares (if you are worried about

cheating, give the students a fresh copy of Lab Safety Cards to cut out and

glue on the board). Then, the teacher will draw out the word cards

one at a time and read them aloud. If the student recognizes the

corresponding image on their Bingo Board they can cross it off. When a

student has crossed off all images in a line on the board they can call out

"Bingo."

Go Fish: Four students will pool their image cards only. They will mix all of

the cards (remind the students to put their initials on their cards so they

can get them back). The students will pass out seven cards to each

player. The goal is to collect two cards of a kind. To collect cards the

students must say what the image represents (so the bucket, squeegee, and

vacuum card will be "I will keep my area clean during a lab.") The game is

over when one student runs out of cards.

Charades: The teacher places a set of cards into a container (box, hat, etc.).

The students will come forward one by one and draw a card. The student

must act out the image or words as the rest of the class tries to guess which

card the student is acting out silently.

Matching: Two students mix their cards. Then they lay the cards face

down in a square pattern. They will take turns picking pairs of cards

looking for matches between images and words.

5

Lab Safety Cards

I will tie back long hair, remove

jewelry, and wear shoes with

closed ends (toes and heels)

while conducting science

exploration

All chemicals are to be

considered dangerous. I will not

touch, taste, or smell any

chemicals unless specifically

instructed to do so

I will dispose of all chemical

waste according to teacher's

directions

I will not take chemicals or

equipment out of the classroom

unless instructed to do so

I will not eat food, drink

beverages, or chew gum during a

science exploration. I will not use

science containers for food

or drinks.

6

During a science exploration, I

will wait for instructions before

touching any equipment,

chemicals, or other materials

I will act responsibly at all times

while conducting a science

investigation

I know what to do if there is a

fire drill during a science

exploration

I will notify my teacher of any

accident (spill, breakage, etc.)

or injury (cut, burn, etc.) no

matter how small it may appear

I will keep my area clean during

a lab.

7

4th Grade

SAFETY

ADVANCED

PREPARATION

Thinking Like a 21st Century Scientist / Engineer:

Laboratory Procedures and Equipment Students will be working with hot tap water.

All lab safety procedures/rules should be followed.

Prepare copies of "Describe it!" for all students

Note: that you need one set of the pages for every two students and it will be better if the pages are not copied front to back

Gather the following materials: Eye Droppers, Thermometer, 2 cups per group, Pan Scale, Water, Hot Water, Lab Report, Food Coloring, Copies of "In Hot Water", Graph Paper, Colored Pencils, Markers, or Crayons

Objective: Scientists often have to collect data and communicate the results to other scientists. Developing communication skills within a team and leading

a team to present information is an important scientific skill. The objective of the following activity is to give students the opportunity to work with other students in the class and develop process

skills. What is the teacher doing? "Describe It" (Day 1)

Assign partner groups and distribute the handout, "Describe It". Consider having students use clipboards or a hard surface(book) to write on, so they cannot see each

other's papers. Tell the students one partner is to verbally describe their picture to the other as the second partner draws what

What are the students doing? "Describe It" (Day 1) Grouping Strategy: It is recommended

that students work with a partner.

1. Partner A is will describe their picture to partner B who is to draw as close a copy of partner A's picture. Do not show each

ACTIVITIES

(3 days)

he/or she is hearing.

"In Hot Water" (Days 2-3)

1. Group students and handout "In Hot Water" procedure.

2. Use the graph paper to make a line graph of the temperatures of the water in the

beakers over time.

other's picture until the end 2. Students switch roles 3. Students should realize that

details and specific instructions are

important. "In Hot Water" (Days 2-3)

1. Working in groups, complete "In Hot Water" science exploration

activity.

Additional Science Exploration Activities Harcourt 4th Grade Science Textbook pp. 5. "Measuring a Liquid" Harcourt 4th Grade Science

Textbook pp. 6. "Magnifying observations"

1

DESCRIBE IT! Student A Name : _____________________________

Date: __________________

Goal: Be able to draw a picture based on your partner's verbal directions.

Directions: Draw a picture based on your partners directions.

Directions: Use descriptive words to tell your partner how to draw the picture you see

below.

SCIENCE

N

2

DESCRIBE IT! Student B Name : _____________________________

Date: __________________

Goal: Be able to draw a picture based on your partner's verbal directions.

Directions: Use descriptive words to tell your partner how to draw the picture you see

below.

SCIENCE

Directions: Draw a picture based on your partner's directions.

3

Name __________________________________________________________________

In Hot Water 1. Pour two hundred milliliters (200mL) of tap hot water into a beaker.

2. In the other beaker pour two hundred milliliters (200mL) of tap cold water. 3.

Record the mass of each of the water beakers with a balance scale.

Mass of hot water __________________________________

Mass of cold water _________________________________

4. Is there a difference? What could explain the result?

____________________________________________________________

____________________________________________________________

____________________________________________________________

5. Use the dropper to place a drop of food coloring in each beaker. Observe and record

how the food coloring moves through each beaker.

Hot Water Cold Water

6. Place a thermometer in each beaker and record the temperature. Monitor the

temperature every minute for 10 minutes.

What happens to the cold water?

____________________________________________________________

____________________________________________________________ What happens to the hot water?

____________________________________________________________

____________________________________________________________

7. Use the graph paper on the next page to make a line graph of the temperatures of

the water in the beakers over time.

Which beaker had the greatest temperature change?

____________________________________________________________

____________________________________________________________

4

Name_________________________________________Date________________________________

Title________________________________

Time (minutes) 5

Tem

pera

ture

Additional Science Exploration Activities

1. Science Textbook. Discuss the main idea and two details. MI:

"Scientists measure volume with tools." Details: "To find the volume of a liquid, you put

it into a container such as a measuring cup, beaker, or a graduate." "To measure the

volume of a regular shape solid; multiply its length by its width by its height."

Materials

Marbles Variety of objects that will fit in a beaker

Graduated Cylinders Water

Fill a graduated cylinder or beaker with 100mL of water. Place a marble in the cylinder. Did

the water level go up or down? Why?

Use the graduated cylinder or beaker to measure and record the volume of a variety of objects.

Include objects that float.

2. Science Textbook. Discuss the main idea and four details. MI:

"Certain tools can help scientists observe details." Details: Hand lens make things look

larger. Forceps let you pick up sharp or prickly objects. A magnifying box is sometimes

called a bug box. A microscope makes an object look several times bigger than it is.

Materials

Forceps Magnifying lens

Salt Sugar

Blades of grass Dead flies or other dead insects

Divide the class into small groups. Distribute forceps and magnifying lens to each group.

Observe and describe small things such as salt, sugar, pepper, sand, blades of grass, dead

flies. Record their observations in a lab report; including pictures/drawings of what is

observed and an explanation. Note the shapes and textures of the objects.

6

4thGrade

SAFETY

ADVANCED

PREPARATION

Thinking Like a 21st Century Scientist / Engineer:

Computer Technology

Acceptable Use Policy guidelines for Internet safety and appropriate computer use.

Reserve the computer lab or computer cart for 2 days. Handout student computer login information Review Acceptable Use Policy with students and ask students to return the signed

form to the appropriate person in your building.

Objective: The objective of the following activities is to give students the opportunity to use computer technology and practice keyboard skills. Students should be able to create documents, save files and retrieve saved files. Using Microsoft Word, students should be able to keyboard their ideas and print the

document. What is the teacher doing? Computer Tech: Insect Inventory (Day 1)

Handout the sample letter with sentence starters. Explain the task and criteria of the single page letter. The criteria are listed at the bottom of the handout. Students may need help

logging into the computers.

After completing the insect inventory letter, students may need help locating the font dialogue box, font

What are the students doing? Computer Tech: Insect Inventory (Day 1)

Use handout to keyboard an introduction letter to their science

teacher. They should use a letter format with a headline, body, and

signature line. Format the letter to fill the entire one page (usually making the font size larger for display) Complete each of formatting criteria. Save

and Print the finished document according to the directions Saved documents to the network folder created for students. In most

ACTIVITIES

(2 days)

size button, and spell check button.

Inserting an image can be clip art or

copied from a search engine.

(Day 2) Allow students to play appropriate keyboarding games. The objectives of

the games are to become familiar with

the location of the letters on the

keyboard. Good keyboard posture and using the appropriate finger strike is ideal, but

any practice keyboarding is the

objective.

cases- the Q drive or My Documents is

the preferred location.

(Day 2) http://www.freetypinggame.net/play. asp http://www.learninggamesforkids.com /keyboarding_games.html http://www.bbc.co.uk/schools/typing/ http://games.sense-lang.org/

1

Na me______________________________________________Date___________________________________

This year you will discover how incredible INSECTS really are. So, what do you already think

about these wonderful creatures? Keyboard a letter telling me a little about your favorite

INSECTS. Use the following questions to help tell your story in letter format. Don' t just answer the

questions - type me YOUR story.

EXAMPLE

Dear Science Teacher, More details

The creepiest insect has to be the earwig because

I love to watch praying mantis

More details

More details

I once threw a rock at nest of hornets which was a terrible idea Your newest and best friend,

Gregory House, Columbus City Elementary School

The creepiest insect is

The insect that makes me scream is

I love to watch _________ as they crawl slowly I find

lots of __________ in the backyard when

I do not ever want to see a

The most colorful and awesome insect I can think of it the

I have never seen, but would not be afraid if a

I was once bitten by a

After you type the letter-

1. Change the font of the headline (example shows "Dear Science

Teacher" in a stronger looking font, but still something easy to read)

Do not answer every

question.

Pick your favorite 3-4

as topic sentences.

Add a detail

sentences for each

topic.

2. Change the font size of the signature line (Gregory House, Elementary School).

3. Check spelling. Review ribbon, Proofing group, Spelling & Grammar button.

4. *OPTIONAL: Insert an image. Clip art or internet search that is about something you wrote.

5. Finally, everything must fit on ONE page.

6. Save as "My Intro Letter" on the network folder. 7. Print the final document to display in class.

2

4th Grade

SAFETY

ADVANCED

PREPARATION

Thinking Like a 21st Century Scientist / Engineer:

Introduction to Science and Engineering

All lab safety guidelines should be followed.

Gather materials for activities. Make copies of all student handouts.

Measuring with Straws Build a Straw Model and Testing Straw Straws Model

MATERIALS

Classroom objects Marker

Water 2 plastic cups

16 plastic straws 30 paper clips (small) 30cm masking tape Paper cups 1 Large paper clip Pennies (for weight)

Objective: The objective of the following activities is to give students the opportunity to accurately measure and record observations. To have the students read text,

apply understanding in a real world setting, make observations, and draw

inferences with conclusions based on what has been observed.

ACTIVITIES

(13 days)

What is the teacher doing? Intro to Science/Engineering (Day 1)

Group students and prepare materials. Handout Science Exploration Report. Facilitate science

exploration and reporting. Use the Science Textbook

(Days 2-3)

Reading Review

(Days 4-5) Reading Review

(Days 6-7) Group students and prepare materials. Handout Science Exploration Report. Facilitate science

exploration and reporting.

(Days 8-9) Model an accurate Science Exploration Report and allow students to

correct handouts.

(Days 10-13) Ask students "What do scientists mean when we say "measure?" What kinds of

things do we measure? What units do we measure things in? In ancient times, people measured distances

around the house in units based on the

distance from their elbow to the tips of their fingers."

What are the students doing? Intro to Science/Engineering (Day 1)

"Measuring with Straws"

Students will use the Science Exploration Report prior to conducting the

investigation. Then continue using the

document to record observations,

hypothesis and measurements. (Days 2-3)

Students will complete lesson one and reading

review. (Days 4-5)

Textbook pp.12-17. Students complete lesson two and reading review.

(Days 6-7) "Build a Straw Model" and "Testing Straw Model"

Students will use the same supplies

from the build investigation to test their

model. (Days 8-9)

Students will use their Science Exploration Report while reading Textbook

. Complete reading review (Days 10-13)

Measure things in the classroom like the floor, desks, books, walls using the elbow unit of measure. Make sure more than one student measures each

thing.

1

Lead students to find that one student measured, for example, the wall as 11

elbow units and another counted only 8

elbow units. Discuss the limitations of a unit based on an individual's body part. If you only make things for yourself could you use this unit? If you are

telling someone else how to make

something will it come out exactly the same as yours? What is the advantage to having a

common unit of measure. What are the limitations of the straw unit? Did it do

better at measuring large or small objects? Ask the students how they could improve the straw unit. Allow 15

minutes to improve the unit. Discuss the main idea

Compare measurements made by more than one student. Use a straw to measure the same objects that they measured with their elbows. Record results in the lab

report. Compare results. Break into small groups and design a way to improve the straw unit. Not permitted to use another measuring stick

for assistance. At the end of 15 minutes,

share with the whole class their ideas on improvements. Record their

discussions. Measure the same objects as measured before using a meter stick or ruler. Record results in the same lab

report. Extension/Homework: Have the students design a unique tool to measure a liquid or weight without using existing measurement tools. Designs need to measure an object and be reproducible by more than one user. The units of measurement are part of the design and should not be an existing unit of

measure.

2

Science Exploration Report

Title of Experiment:

What did you observe?

Write a Hypothesis that can be tested. (If __________, then _________.)

Write down the steps of your Experiment.

Variables

What stays the same every time you do the What is the ONE thing that you change?

experiment?

3

Science Exploration Report (page2)

Create a table below to record experimental findings (attach pages as needed)

Do your results support or disprove your hypothesis? What conclusions can you think of

based on your results?

How will you communicate your results?

-attach additional pages as needed

4

4th Grade Science Process Skills - Intro to Science and Engineering

Vocabulary:

Standard Measure:

the accepted way of

measuring something,

scientists use the metric

system

Volume: the amount of

space an object takes up

Measured in units cubed

Microscope: a tool for

making an object look

several times bigger

Pan Balance : a scale for

measuring mass (weight)

Spring Scale: measures

forces like weight by how

much pull it causes -

measured in Newtons or

grams

Inquiry Skills:

the way of thinking that a

scientist practices, such as

observing, inferring,

predicting, comparing, and

classifying

Observe: information you

gather with your senses

Infer: an untested

conclusion based on

observation

Predict: observing a pattern

of events and saying what

you think will happen next

Compare: to describe how

things are different and the

same

Classify/Order: sort some

things based on some

criteria.

Hypothesis: a statement of

what you think will happen

and why

Experiment: a test of your

hypothesis

Variables: the things that

can change in an

experiment

Scientific Method:

a 5 step method scientists

use to find out about things

Observe: to look closely at

some thing or event and ask

questions about it

Hypothesis: a statement that

tells what will happen and

why

Experiment: the written plan

of steps to test a hypothesis

Conduct the Experiment: to

follow the written steps of the

planned experiment

Draw Conclusion: look at the

hypothesis and the

experiment. Think about

whether your experiment

supported (proven to be

correct) your hypothesis

Share your results: the way

that you tell others what you

saw, what you did, and what

you concluded

5

4th Grade

SAFETY

ADVANCED

PREPARATION

Thinking Like a 21st Century Scientist / Engineer:

Design Challenge: Insect Apartment All lab safety rules and procedures apply.

1. Gather the following materials: Glass or plastic Jars, Nets or t-shirt fabric, Transparency sheets (windows), Shovels, Lids, Scrap building material, Straws, String, Picture frames(walls), cardboard, boxes, any other available

materials.

Objective: The objective of the following activities is to give students an opportunity to use the engineering design cycle and problem- solving skills to develop a solution to an engineering design

challenge.

What is the teacher doing? "Insect Apartment" (Days 1-2) Optional: Read the book Roberto The Insect Architect, by: Nina Laden

aloud to the class. Introduce the idea of developing a "trap" for observing an insect. The trap will act like an insect apartment for

a 10min observation. Explain the goal of the apartment is to lure the insect so

that it can be observed in a safe and controlled

environment. See Teacher Page

What are the students doing? "Insect Apartment " (Days 1-2)

1. Listen to the book Roberto The Insect Architect, by: Nina Laden being read by the

teacher.

Grouping Strategy: It is recommended that students be

paired in teams of 2. In pairs, choose one insect to

design an apartment for. Research the insect's habitat using online and text resources.

ACTIVITIES

(8 days)

(Days 3-5)

"Fishbowling" - One group models while other students "fishbowl" around the outside

edge. Debrief the fishbowl activity. Distribute "Insect Apartment"

student handout.

(Days 6-8) Make sure selected materials are available in class or ask students to bring supplies they

want to use (i.e. shoebox). Place insect pictures (print from online) into model apartments that meet the design criteria. Allow students see one another's apartments or present them to the class.

(Days 3-5)

"Fishbowling" -observe quietly,

writing what is observed. Only

written comments. Pick team role in group.

Complete brainstorming questions before starting a sketch. Sketch an initial plan and

select materials.

(Days 6-8) Build insect apartment and advertise the model to "invite" selected insects to live there. Prepare display and presentation with attention to

scoring rubric.

1

4th

Grade Thinking Like a 21st Century Scientist and Engineer

Design Challenge "Insect Apartment" Teacher Notes:

The challenge is to follow the design cycle to create a device

to "trap" insects into observable areas.

Describe limitations and advantages of "apartments" for

different populations of flying and crawling insects.

Optional: Read the book Roberto The Insect Architect, by:

Nina Laden.

Considerations:

Design

Cycle

Insects do interesting things! However, if you want to observe an insect you

cannot harm the insect. How can students use the design process to engineer

an insect apartment with an observation area?

Possible Materials:

Glass or plastic Jars Nets or t-shirt fabric Transparency sheet

(windows)

Shovels Lids Scrap building material

Straws String Picture frames (walls)

Tape/Glue Any other available materials

Building the Designs:

In this challenge students will need to research insects of the Columbus city

habitats, design a viewable structure so they can observe an insect, and

construct that environment.

**As an extension, students can experiment and test their device.

However, in class the insect traps will only collect paper insects.**

Divide the class into groups of 2 or 3. Pass out the "Design Challenge" handout.

Suggested Modeling Activity:

Have one group model appropriate group noise and behavior while other

students "fishbowl" around the outside edge. Remind the "fishbowlers" that they

are to observe quietly, writing what they see. Only written comments on their

papers- no discussion at this point. Have the students record their observations

on a sheet of paper so they will have notes to remind them of the correct

behaviors they saw and what would need to be done differently in their group.

Then students return to their seats and debrief with the class on what they saw. Ask

what they saw that the group did well. Ask what their group will work hard on to make

better.

2

"Team Roles":

There are four managing roles. Group members can be responsible for more

than one task or groups can be larger as needed. "Managers" are group

members that have a responsibility to see that the task is done by the group.

Managers are responsible for making sure the challenge gets done - not doing

specific individual work alone. All group members need to contribute to all of the

tasks that need to be done.

Prior research:

Insect habitats: Research different types of insects in Ohio. The ODNR

website is a good source for information

http://www.dnr.state.oh.us/Home/species_a_to_z/AZSpidersInsectsandInv

ertebrates/tabid/17916/Default.aspx

Another good website is OSU's Ohioline

http://ohioline.osu.edu/lines/pests.html

These two websites provide lists of insects in Ohio. They also give a broad view of

habitats. Students might need to do more research, before they do make sure they

know what search terms they are going to use and specific questions they want to

answer.

*Students can also use the school library for text resources on insects.

Suggested questions students should find answers for:

1. What insect do you want to catch and observe?

2. What does that insect eat?

3. Where does that insect live naturally? Does it require specific materials

(i.e. bark, soil, hanging branch)?

4. Does it live moist or dry environment?

5. Does it need a place to hide?

6. Are there any safety hazards to be aware of when you catch the insect

(i.e. spider bites, bee stings)?

3

Name_______________________________________________________________________

4th

Grade Inquiry Design "Insect Apartment"

Congratulations!

Your engineering company has been contracted to build apartments for

insects! You will need to design a place for insects to live (unharmed) for a

period of at least 10 minutes.

You will need to research insects of Ohio and what they like in a home.

Choose one insect to design an apartment for.

Research the insect's habitat.

You can use these websites to help you OR text resources in the school library.

http://ohioline.osu.edu/lines/pests.html or

http://www.dnr.state.oh.us/Home/species_a_to_z/AZSpidersInsectsandInvertebr

ates/tabid/17916/Default.aspx

List questions that you need answered. Think of several questions in which you

need more information.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________ What elements (parts of home) need to be included in a viewable apartment?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________ What do you need to do to make a happy home for your insect? Do they like

moisture? Dirt? Hot or cold? Research your insects preferred living conditions.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

4

Name______________________________________________________________________

What will you put in your apartment to make it "a home" for your insect?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________ Sketch an initial plan.

5

Name______________________________________________________________________

What materials will you need to gather to make your apartment? Will your

teacher have it or will you need to find it on your own?

Material Teacher has it We will find it

Now it is time to build your apartment!

Once your apartment is built, you will need to make a presentation about your

insect apartment. Follow the rubric to help you let others know more about your insect,

where it likes to live, and why you designed/built the apartment the way that you did.

**Remember to cite your research and the facts you found!**

What You Did

PRESENTATION

Paragraph telling others about your insect.

-Cited research-

PRESENTATION

Advertisement

for apartment:

targeted insect

and details why

they should live there.

-Cited research-

ENGINEERING

Apartment with

observable areas

and living space

ENGINEERING

Apartment with appropriate

environment(s) for specific insect

4pts

Topic sentence

and 4 good

details cited from your

research about the insect

Topic sentence

and 4 good

details cited from your

research

Apartment has

multiple viewable areas for each living

space

Apartment has

correct environmental

conditions in all living spaces

3pts

Topic sentence

and 3 details cited from research

Topic sentence and 3 details

cited from your research

Apartment has

viewable areas but 1 living

space cannot be seen

Apartment has

correct environmental conditions in

one but not all living spaces

2pts

Topic sentence

and 2 details. Or

No topic sentence but

some details

Topic sentence

and 2 details Or

No topic sentence and 3

details

Apartment has

hidden areas or insect can

escape from apartment

Apartment has some

environmental

considerations but insect

needs more to live safely.

1pts

Topic sentence

and 1 detail Or

No topic sentence but 2 details

Topic sentence and 1 detail

Or No topic sentence

and 2 details

Apartment would

not contain insect

for 10min or insect

would not be very observable

Apartment would

not support insect

living for 10min or

could harm insect inside

6

Name______________________________________________________________________

Team Roles

We understand that as "Task Managers" we will be responsible for ensuring the

timely completion of the task by all members of the group. If the challenge is to gain

knowledge then all group members will conduct research at the direction

of the "Research Task Manager." The "Research Task Manager" is not

responsible for doing all of the research. It is the same for all managers.

Design Manager Records Manager

Name _______________________________ Name _______________________________

Research Manager Humane Treatment Manager

Name _______________________________ Name _______________________________

Design Manager: Responsible for all drawings, ensure that drawings are done in a

timely manner, neat, and contain descriptions and explanations.

Records Manager: Responsible for all written records of what each team

member did each day. Makes sure that every team member is doing something

each day, has filled out a "What I did Today" sheets and documents when a

member is absent.

Research Manager: Records all research questions. Directs what research is to

be done each day. Responsible for ensuring all records of research are easy to read,

kept in a safe place, and available each day.

Humane Treatment Manager: Responsible for all life forms during the

investigation. Must review all designs, actions, and plans to make sure that NO

INSECT dies as a result of the group's treatment.

7

4th Grade

SAFETY

ADVANCED

PREPARATION

Thinking Like a 21st Century Scientist / Engineer:

Design Challenge: Windmills

1. Students will be using various materials and should take caution while using those materials

Teacher Only: Watch the TED talk about William Kamkwamba: http://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_win d.html Gather materials for student use and allow students time to bring in their own materials. Possible materials may include: -Paper, Pencils, Paperclips, Paper Plates, Breakfast or lunch "boats", Paper towels rolls, toilet paper rolls, milk cartons, craft sticks, wooden skewers, tape,

rubber bands, any other available materials. Objective: The objective of the following activities is to give students the

opportunity to use the engineering design cycle and problem-solving skills to

develop a solution to an engineering design challenge. What is the teacher doing? Engineering Design Challenge (Day 1)

Teacher Only: Watch the TED talk about William Kamkwamba: http://www.ted.com/talks/william

_kamkwamba_how_i_harnessed_ the_wind.html Read The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer -It is available at the Columbus

Metropolitan Library. Follow the

link below to reserve a copy. http://catalog.clcohio.org/polaris

What are the students doing? Engineering Design Challenge (Day 1)

1. Listen to the book The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer being read by the

teacher. 2. Participate in class discussion

ACTIVITIES

(6 days)

(Day 2) (Day 3)

/search/title.aspx?ctx=49.1033.0.0 .14&pos=1 Tell the students that they are going to follow in William's footsteps and design a wind mill. Distribute the design challenge hand-outs and read directions to the

students. Divide the students into groups Assist groups as they begin to

design their windmill. Provide materials and facilitate as

students build their windmill.

(Day 2)

3. Students listen to the directions and read along on the student sheets. Discuss the challenge.

4. Students work in groups to begin brainstorming, and designing their windmill and

create a drawing. (Day 3)

5. Students build a windmill based on their design and

drawing.

1

(Day 4) (Day 5) (Day 6)

Facilitate the testing of the

windmills. Use a fan as the wind source. Assist students as the make modifications to their designs. Facilitate re-testing of windmills.

Wrap-up discussion.

(Day 4) 6. Students will test their designs

by placing their windmills in

front of a fan. (Day 5)

7. Students will evaluate their results and make necessary modifications on their windmill.

(Day 6) 8. Students will retest their

windmills and explain their

results.

2

Teacher Page

1) Read The Boy Who Harnessed the Wind by William

Kamkwamba and Bryan Mealer

-It is available at the Columbus Metropolitan Library.

Follow the link below to reserve a copy. http://catalog.clcohio.org/polaris/search/title.aspx?ctx=49.1033.0. 0.14&pos=1

More information:

http://www.treehugger.com/culture/the-worlds-diy-hero-an-interview-

with-william-kamkwamba-windmill-wunderkind.html

Watch the TED talk about William Kamkwamba:

http://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_wi

nd.html

2) Tell the students that they are going to follow in William's footsteps and design

a wind mill. Step one is to do some research on windmills. Have the students

brainstorm a list of four or five questions they might investigate. Some

examples are below if the students will struggle to come up with a list.

How does a windmill work? Who invented windmills?

What do windmills do? What do other windmills look like?

Here are some web sites that talk about windmills:

http://www.youtube.com/watch?v=Zrp0RC3XTpw: Nice video that shows a variety of windmill types that generate electricity http://www.youtube.com/watch?v=Gu3EyzOYpGY: This video shows windmills in California http://www.kids.esdb.bg/wind.html: This website talks about wind http://learn.kidwind.org/learn/wind_basics_history: Timeline of wind power in history http://www.canadiangeographic.ca/atlas/themes.aspx?id=windenergy&sub=windener gy_basics_history&lang=En :Nice pictures - short paragraph with vocabulary like "agrarian"

Design Challenge:

Tell the students that they will be designing their own windmill. There are three

criteria to this challenge. o Students will need the blades to turn a shaft o Students will need for the base to stand unsupported as the blades turn o Students can use repurposed objects available from home or school o Students need to have a drawing of their windmill drawn prior to their build o As an extension or to bump up the challenge, have the students see if they could

make their wind mill do work (They could tape a piece of string to the shaft. As the shaft spins it will wind up the string. They can measure how much work is being done by attaching paper clips, which mass about one gram.)

3

Material Ideas - You will need a fan or a source wind.

Paper Pencils Paperclips Paper Plates

Breakfast or Paper Towel Rolls Toilet Paper Rolls Milk Cartons

Lunch "boats"

Craft Tape Rubber bands Any other available

sticks/wooden materials

skewers

The children are permitted to use anything else they think will help them

accomplish their task and that has been approved by you, the teacher.

EXAMPLES:

http://www.ehow.co.uk/videos- on_9834_children_s-crafts_-milk-carton- windmill.html

Template can be found at: http://rubberstamping.about.com/od/projects/ss/Pinwheel_2.htm

4

Name ____________________________________Date________________________

Windmill Design Challenge

1) William Kamkwamba built his own working windmill. Your challenge is to

design and build your own windmill.

You can only use parts that are recycled from your school or

brought in from home.

First, draw a design of your windmill in the box below. Be sure to

label what each part of the windmill is made from.

Label where you will get the part (home, classroom, and cafeteria). Your

windmill "blades" will rotate using wind energy. Your windmill will stand by

itself in the wind.

Explain how you will get your supplies.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5

2) Build your windmill.

3) Use a fan or other wind source provided by your teacher to test your design.

Do the windmill blades rotate?

Did your windmill stand up in the wind?

What worked?

______________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What needs changed (modified)?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4) How will you modify your design? Draw your new design.

6

5) Make the changes described to your windmill.

6) Retest your windmill.

7) Describe how the design changes, affected the new testing results.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

7

4th Grade Science Unit:

Everything Changes Unit Snapshot

Topic: Earth's Living History

Grade Level: 4

Summary

Duration: 15 - 30 minute classes

The following activities engage students in exploring how ecosystems

can change gradually or dramatically.

CLEAR LEARNING TARGETS "I can"statements

____ explain that some changes in an environment can take a really long time to

happen and some changes can be dramatic.

____ conduct an experiment to show the effects of various factors on an organism.

____ draw conclusions about observations in changes in environments.

____ design and create a picture book to explain the ideas of environmental

change.

Activity Highlights and Suggested Timeframe Engagement: Respond to pictures of various environments - How would your life be different?

Days 1-2

Days 3-5

Days 6-9

Days 9-13

Day 14

and on-going

Day 15

Video of animals getting food in Artic. Plant and

water experiment.

Exploration: What is the best environment for yeast to grow? Lab. How

many bears in the forest? Game.

Explanation: Read textbook -Science. Model of pond succession demonstration Lab note. Videos

of succession. - Graphic organizer. Elaboration: Video with animated succession explanation. Create a picture book, to explain ways that an ecosystem changes.

Evaluation: Exit tickets, graphic organizers Students will evaluate their own and classmates' work to refine their understanding about

environmental change. A teacher-created short cycle assessment will be administered at the end of the unit to

assess all clear learning targets.

Extension/Intervention: Design own experiment. Or. http://www.youtube.com/watch?v=YxuttSOtqNE

1

LESSON PLANS

NEW LEARNING STANDARDS: 4.LS.1 Changes in an organism's environment are sometimes beneficial to its survival and

sometimes harmful. Ecosystems can change gradually or dramatically. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. An animal's patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment.

Content Elaboration: Ecosystems are based on interrelationships among and between biotic and abiotic factors. Ohio has experienced various weather patterns. Some parts of Ohio hosted glaciers and other parts of Ohio were submerged with water. Ecosystems can change rapidly (e.g., volcanoes, earthquakes, or fire) or very slowly (e.g., climate change). Major changes over a short period of time can have a significant impact on the ecosystem and the populations of plants and animals living there. The changes that occur in the plant and animal populations can impact access to resources for the remaining organisms, which may result in migration or

death. The fossil record provides evidence for changes in populations of species. Researching and investigating specific areas in Ohio (e.g., Cedar Bog, Lake Erie, Hocking Hills, Ceasar Creek, Kellys Island) via field studies, virtual field trips or other references must be used to explore the relationships between previous environments, changes that have occurred in the environments and the species that lived there. Note: Grade 4 ES focuses on changes to Earth's surface due to erosion, deposition of soil, rock sediment, flooding,

volcanoes and earthquakes that can be taught along with this content.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the

information contributes to an understanding of the text in which it appears. CCSS.ELA-Literacy.W.4.1b Provide reasons that are supported by facts and details. CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

2

STUDENT KNOWLEDGE: Prior Concepts Related to Behavior, Growth and Changes PreK-2: Plants and animals have variations in their physical traits that enable them to survive in a particular environment. Living things that once lived on Earth no longer exist, as their needs were not met. Living things have basic

needs, which are met by obtaining materials from the physical environment. Grade 3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. Future Application of Concepts Grades 6-8: Organisms that survive pass on their traits to future generations. Climate, rock record and geologic

periods are explored in Earth and Space Science. High School: The concepts of evolution are explored.

MATERIALS: Engage

Journals or writing prompts copied Chart paper 4 identical potted plants Labels for plants Water Lab record pages copied Exit tickets copied Discovery Ed. video

Explore Yeast - (can order through Redstar at a reduced cost) http://redstaryeast.com/ Resealable sandwich size bags Water -110-115˚F Sugar Salt Baking soda Flour Masking tape Markers Yeast lab record pages copied

Bear Game-Prepared 3X3" squares (could be

index cards) with letters representing shelter.

Open space Exit tickets

Explain

Cause and effect 4th grade textbook Graphic organizer copies Exit ticket copies

Pond succession model Potting soil

Plastic dishpan

Duckweed

Birdseed

Ruler

Water

Lab record pages copied

VOCABULARY: Primary

Abiotic Biotic Ecosystem

Migration Populations Resources Secondary Climate Evidence Impact Interrelationships Organism Reproduce Survive

3

Gradual or Dramatic textbook

Discovery Ed videos Graphic organizer copies Exit ticket copies

Elaborate YouTube video Instruction sheet copies Variety of paper students will use to create books.

SAFETY

ADVANCED

PREPARATION

All lab safety rules, procedures, and precautions should be taken into consideration Wear safety glasses/goggles, latex gloves, and lab apron if available Students

wash hands after handling yeasts, plants, and or soil. Gather all needed supplies and materials for

demonstrations/activities/investigations. Unusual supplies include yeast, duckweed, potting soil, potted plants, dishpan,

and birdseed. Consider using this topic for your writing portfolio piece. Consider planning a field trip to collect fossils or other Ohio wildlife area.

Ohio department of natural resources has some good suggestions.

Preview all websites and videos. Objective: The objective of this activity is to engage students and formatively

assess their knowledge related to how environments meet the needs of their inhabitants. They should realize that different plants and animals live in different places because they have different

adaptations that allow them meet their needs in different ways. What is the teacher doing? Living in the Arctic? (Day 1)

Ask: "How does your life change if the place you live

What are the students doing? Living in the Arctic? (Day 1)

1. Viewing the image(s) 2. Respond in whole class

ENGAGE (2 days)

(What will draw students into the learning? How will you determine

what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world?)

changes?" Show image(s) to students of arctic, rainforest, and/or desert. Images are attached to

the end of lesson. Have students respond in journals or make a small group poster. (Chose how many images to use. Post on projector or make copies.) Refer back to the image of the Arctic and ask students to identify factors that are different between the Arctic and

Columbus, Ohio. Encourage students to think about what they know but may not be able to see in the

image.

discussion, journal writing, or

help make group poster. 3. Identify factors that are

different between the Arctic and

Ohio.

4

Record student answers on chart paper or chalk board or white

board. (Day 2)

Introduce students to lab on page 165 in 4th grade science textbook. Label 4 plants in pots. Follow directions there. Ask students what plants need in order to survive. Place in window and water all of them.

From now on only water plants 1

and 2. Have students complete day one

on their chart. Ask students what they think will

happen. Record student hypotheses on chart paper. Show movie about animals in the Arctic having difficulty

finding food. http://app.discoveryeducatio n.com/player/?assetGuid=aeb 791d8-d6af-4a2e-8705- 4b007cbf5918&fromMyDe=0&is

PrinterFriendly=0&provider=&isL

essonFromHealth=0&productc

ode=US&isAssigned=false&incl

udeHeader=YES&homeworkG uid= Pass out exit ticket. Ask students to share answers.

(Day 2) 4. Make predictions about plant

and water experiment.

5. Complete lab record sheet for the day.

6. Watch video.

7. Complete exit ticket. 8.

Share answers.

Objective: Students will explore how changes and resources in an organism's habitat can affect the life of the organism. They will be able to explain that some factors are beneficial and some are detrimental. Students will gain an understanding of how biotic and abiotic factors

interact with organisms in a habitat. What is the teacher doing? What are the students doing? What is the best environment for What is the best environment for yeast? Lab (Day 3) yeast? Lab (Day 3)

Setting up:

EXPLORE (2 days)

(How will the concept be developed? How is this relevant to

students' lives? What can be done

at this point to identify and address misconceptions?)

Use teacher page and this video to see how to setup lab.

http://www.youtube.com/wat

ch?v=4mxqGF9JZHI for an idea of how to set up a yeast

experiment. Temperature of water for lab should be 110-115˚F for best results. Ask students if they know what yeast is. Explain to students that yeast is a living organism in the fungus kingdom. It needs a particular environment in order to grow

5

and reproduce. Students will need to explore to find which situation creates an environment that allows yeast to

grow. Break students into groups of

about 4. Pass out lab sheets. Monitor students as they preform lab and complete lab

sheet. Facilitate discussion of lab

results.

How Many Bears In The Forest? Game (Day 4)

Prepare shelter cards ahead of

time. Explain object of game and

directions for play. Monitor game and correct as

needed. Facilitate discussion of what

was learned. Pass out exit ticket.

1. Work with group to perform l ab .

2. Complete explore lab sheets. Discuss what effect the variable they chose had on the

development of yeast. 3. Share results with classmates. 4.

Complete second side of lab worksheet about which factors

benefited the yeast and which

factors were detrimental to the

yeast.

How Many Bears In The Forest? Game (Day 4)

Participate in the game. Participate in discussion about

what was learned in the game.

Complete exit ticket.

Objective: Students will be able to explain that there are a variety of environmental changes (gradual, drastic, biotic, abiotic, natural, man-made) that can impact different organisms in an

environment.

EXPLAIN (5days)

(What products could the students develop and share?

How will students share what they have learned? What can be

done at this point to identify and address misconceptions?)

Misconception that an ecosystem is just a collection of

animals- make sure they are aware of interactions that all of

the factors are effected by other factors and have an impact on them as well. Remind them of

food web relationships as well as symbiotic relationships. Also

remind them that all organisms no matter how small or seemingly unimportant make a difference.

What is the teacher doing? Cause and effect of change (Day 5-6)

Remind students to complete observations of plant and water lab. (Day 4 of lab) Encourage them to share

observations. Assign reading from 4th grade

science text- on environmental

changes

Monitor student progress as they complete graphic

organizer while reading. Facilitate discussion of causes

and effects of environmental

changes. Pass out exit tickets at the end of day 6. Students will need

book to finish.

What are the students doing? Cause and effect of change (Day 5-6)

1. Complete observations on plant and water lab.

2. Read text and use graphic organizer to help guide reading and notice important

details. 3. Complete graphic organizer. 4. Participate in discussion. 5. Complete exit ticket. Use book

to finish.

6

Succession (Day 7) Pond succession model-follow

direction on teacher page or 5th grade science textbook

page 135. Pass out lab sheets to students and monitor their writing of

observations. Show the following www.discoveryeducation.com videos: -Changes in Habitats [2:35] http://app.discoveryeducation.com/player/?assetG uid=9a899be8-c44a-4671-8eb5- 3baeacb47c01&fromMyDe=0&isPrinterFriendly=0&pr

ovider=&isLessonFromHealth=0&productcode=US&is

Assigned=false&includeHeader=YES&homeworkGui d -Changes in Communities [2:10]

http://app.discoveryeducation.com/player/?asset Guid=f2d57983-fce9-4f38-8d49- 14b1681b4ccf&fromMyDe=0&isPrinterFriendly=0&pro

vider=&isLessonFromHealth=0&productcode=US&isA ssigned=false&includeHeader=YES&homeworkGuid

Ask students what they learned. (see Teacher page.)

Succession (Day 8-9)

Remind students to complete observations of plant and water lab. (Day 7 of lab) Encourage them to share

observations.

Succession (Day 7) 1. Observe pond model 2. Begin working on lab sheet. 3. Consider how this pond

compares to a real pond.

4. Watch videos. Look for examples of gradual or

dramatic change. 5. Participate in discussion after

movie.

Succession (Day 8-9) 1. Complete observations for

water and plant lab for day 8.

2. Read text and use graphic

Assign reading from 5th grade organizer to help guide

science text -Chapter 4 lesson 2 page 136-140 and graphic

organizer.

Pass out exit ticket.

reading and notice important

details. 3. Complete graphic organizer. 4.

Participate in discussion. 5. Complete exit ticket. Use book

to finish 6.

Objective: Students will create a picture book for 2nd grade students that explains the changes that can happen in an environment.

ELABORATE (4 days)

(How will the new knowledge be reinforced, transferred to new

and unique situations, or integrated with related

concepts?)

What is the teacher doing? Picture Book (Days 10-13)

Remind students to complete observations of pond succession lab-Days 10 and 13. Plant and water lab. - Day 11 (Day 10 of lab) Encourage them to share observations. Show video-explain that it is a

review as well as an example of

the type of illustrations they may

choose to draw for their picture

books.

What are the students doing? Picture Book (Days 10-13)

1. Complete observations for pond succession lab and water and plant lab. Share

observations.

7

Assign students into groups of 2 Or 3. Pass out instruction pages and

explain the assignment. Review

the checklist of requirements. Monitor student progress and provide support when

needed. Make materials available as

students become ready for

them. Continue to evaluate student progress and help them

evaluate their own work. Remind students to watch their

time and complete all steps. Distribute picture book

evaluation as students

become ready.

2. Read through pages that explain expectations and

steps.

3. Work in group to create picture book rough draft.

4. Evaluate own work and make changes.

5. Share work with another group and evaluate their work.

6. Revise and edit own work again.

7. Publish final copy. 8. Practice sharing picture book

(Day 14) (Day 14) Work with 2nd grade teacher to 1. Share picture books set up the sharing of the picture books.

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress

throughout the unit, and to become aware of students misconceptions related to environmental changes and the effect on the

ecosystem.

EVALUATE (on-going)

(What opportunities will students have to express their thinking? When will students reflect on

what they have learned? How

will you measure learning as it occurs? What evidence of

student learning will you be looking for and/or collecting?)

Formative How will you measure learning as it occurs?

Consider developing a teacher-created formative assessment.

1. Exit tickets and graphic

organizers will assess students'

ability to understand concepts

presented.

2. Lab sheets will assess student's

abilities to observe, record and

draw conclusions.

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. The picture book will assess students'

ability to design and create a product to explain environmental

changes.

2. Teacher-created short cycle assessment will assess all clear

learning targets.

8

EXTENSION/

INTERVENTION (1 day or as needed)

EXTENSION 1. Students can design their own

experiment to test the effects of different factors on

organisms. 2. Students can research other

environmental impacts such as invasive species or backyard

wildlife habitats.

INTERVENTION 1. www.discoveryeducation.com related

videos 2.http://www.youtube.com/watch?v=

YxuttSOtqNE another video to help explain succession in a

Ecosystems are not a functioning whole, but simply a collection of organisms Varying the population size of a species may not affect an ecosystem, because some organisms are not important

COMMON

MISCONCEPTIONS

DIFFERENTIATION

Humans provide food for other organisms.

Strategies to address misconceptions: Misconceptions can be addressed through the use of discoveryeducation video clips, pictures/diagrams, simulations, as well as through the use of models. Lower-Level: Provide students with a reading buddy for reading activities.

Assign groups Keeping student abilities in mind. Provide graphic organizer or partially completed outline for picture book activity. Provide flashcards or vocabulary practice for new

terms. Higher-Level: Allow students to create PowerPoint or movie or song instead of or

in addition to picture book. Challenge students to research various environmental impacts

discussed in news and report to class what they learn.

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found ODE

9

Textbook Resources:

Macmillan Science (2010)

Websites:

Yeast-This site has information, lessons, and an order form to get lots of yeast cheaply if you want to do this as a student lab and not a demonstration http://www.redstaryeast.com/science-

yeast/information-educators demonstration. Ohio department of natural resources

http://www.dnr.state.oh.us/Home/wild_resourcessubhomepage/Resear

chandSurveys/tabid/15432/Default.aspx http://www.dnr.state.oh.us/Home/wild_resourcessubhomepage/Resear

chandSurveys/WildlifePopulationStatusLandingPage/TrumpeterSwan/ta bid/19329/Default.aspx Snowshoe hare reintroduced into ohio-

ADDITIONAL

RESOURCES

http://ohiodnr.com/news/feb02/0206snowshoe/tabid/14188/Default.as px

Discovery Ed:

Artic animals finding food http://app.discoveryeducation.com/player/?assetGuid=aeb791d8-d6af-4a2e-8705- 4b007cbf5918&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&produ ctcode=US&isAssigned=false&includeHeader=YES&homeworkGuid= Succession http://app.discoveryeducation.com/player/?assetGuid=9a899be8-c44a-4671-8eb5- 3baeacb47c01&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&prod uctcode=US&isAssigned=false&includeHeader=YES&homeworkGuid http://app.discoveryeducation.com/player/?assetGuid=f2d57983-fce9-4f38-8d49- 14b1681b4ccf&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&produ ctcode=US&isAssigned=false&includeHeader=YES&homeworkGuid

Movies/Videos: Succession video http://www.youtube.com/watch?v=vNHnwHaSolA Yeast experiment video http://www.youtube.com/watch?v=4mxqGF9JZHI

10

Changing Environments -Engage Teacher page

How would life be different if we lived in a different environment?

Allow students to use their imagination, but do not allow them to pretend they could

have life the same way they have it here in Columbus, Ohio. The point is to realize that

when environments are different the way organisms live in them is

different. Examples of possible answers.

http://www.earthtimes.org/newsimage/smallarctic-scythe-laying-ice-sheets_2911.jpg

If you lived in the Arctic, how would your life be different? It would be cold all the time. Sometimes the ice

would be frozen and we could walk on it, sometimes we could not. There aren't many (or any) roads so we would have to

travel by boat or plane. There aren't trees like we have here.

Where would you get your food?... From the water.

What would you use for shelter? We would have to build shelters from the ice or snow.

How would you stay warm? We would have to hunt seals or polar bears and wear their furs.

http://images.pictureshunt.com/pics/r/rainforest_landscape-12458.jpg

If you lived in the tropical rainforest, how would your life be different? It would be warm all the time and it

would always be raining. The plants and animals would be different.

Where would you get your food? I would grow some plants or hunt and gather from the forest. What would

you use for shelter? I could build a shelter from trees.

How would you stay dry? I would make an umbrella from giant leaves.

http://www.beautifulworld.com/images/africa/sahara-desert/small/sahara-desert.jpg

If you lived in the Sahara Desert, how would your life be different? It would always

be dry. It would often be hot. There are no trees or roads, but there would be snakes and

scorpions.

Where would you get your food? Cactus, learn to eat insects

What would you use for shelter? I would be constantly moving looking for a better place to live

How would you stay cool? , sleep during the day when it is hottest and move around and hunt at night.

People do live in the Sahara desert, but mostly in specific areas close to sources of water. In some areas

there is enough water to raise small herds of goats or other animals as well as find other animals enjoying

The water. Many people in the desert are nomads constantly traveling and looking for better conditions, so

they may travel with tent like shelters.)

11

Changing Environments -Engage ANSWER KEY

Finding food in the Arctic Exit Ticket

How do you think life would be different for the animals if there was less snow and ice? Who

would benefit, who would be harmed?

Possible answer- If there was less snow and ice animals like the rabbit would be able to

get to the vegetation without the musk ox. This would help them. It might make it harder

for the fox, because all the smaller animals might not be hanging around the musk ox so

they might be harder to find._________________________________________________________

12

Name ____________________________________ Date __________________

Changing Environments:

How would life be different if we lived in a different environment?

http://www.earthtimes.org/newsimage/smallarctic-scythe-laying-ice-sheets_2911.jpg

If you lived in the Arctic, how would your life be different?

Where would you get your food?

What would you use for shelter?

How would you stay warm?

13

Name ____________________________________ Date __________________

Changing Environments:

How would life be different if we lived in a different environment?

http://images.pictureshunt.com/pics/r/rainforest_landscape-12458.jpg

If you lived in the tropical rainforest, how would your life be different?

Where would you get your food?

What would you use for shelter?

How would you stay dry?

14

Name ____________________________________ Date __________________

Changing Environments:

How would life be different if we lived in a different environment?

http://www.beautifulworld.com/images/africa/sahara-desert/small/sahara-desert.jpg

If you lived in the Sahara Desert, how would your life be different?

Where would you get your food?

What would you use for shelter?

How would you stay cool?

15

Name ____________________________________ Date __________________

Changing Environments:

Finding food in the Arctic Exit Ticket

How do you think life would be different for the animals if there was less snow and ice? Who

would benefit, who would be harmed?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

Name ____________________________________ Date __________________

Changing Environments:

Finding food in the Arctic Exit Ticket

How do you think life would be different for the animals if there was less snow and ice? Who

would benefit, who would be harmed?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

16

Changing Environments -Engage-Teacher Page

Observing the Effects of Water on a Plant

Follow the directions for the experiment on page 165 of 4th grade science textbook.

Materials needed

4 of the same type and size plant in same type pots.

Labels for plants.

Water. (You may want to make sure plants are not very well watered for a week before the

experiment so that you will be more likely to see a difference. Some plants are drought tolerant and may not show a significant difference after only 7 days if they have been very well maintained before that time.)

Worksheet based on Observing the Effect of Water investigate page 165. Of Science Ohio Edition by Harcourt School publishers 4th grade.

Day 1 Day 4 Day 7 Day 10

Plant 1 (Watered)

Plant 2

(Watered)

Plant 3

(not watered)

Plant 4

(Not watered)

1. What was the change you observed in the plants? What does this show the plant

needs to stay healthy?

The plants which did not receive water started to wilt, turn yellow or dry up. This

shows that the plants need water to stay healthy._________________________

2. Write an example that might happen in nature that is similar to this activity.

An example that might be similar to this in nature is a plant that normally gets water

living through a drought with no rain. The plant might die if it doesn't get water

soon.

17

Changing Environments -Engage

Name ___________________________________________ Date __________________

Observing the Effects of Water on a Plant

Day 1 Day 4 Day 7 Day 10

Plant 1

(Watered)

Plant 2

(Watered)

Plant 3

(not watered)

Plant 4

(Not watered)

1. What was the change you observed in the plants? What does this show the plant

needs to stay healthy?

____________________________________________________________

____________________________________________________________

2. Write an example that might happen in nature that is similar to this activity.

____________________________________________________________

____________________________________________________________

Worksheet based on Observing the Effect of Water investigate page 165. Of Science Ohio Edition by Harcourt School publishers 4th grade.

18

Changing Environments- Explore

Teacher page- Yeast lab

Yeast is a living organism. It is a single celled fungus. This will be useful in our life

science lab because we can see how a different environment affects the yeast very

quickly. See this web site for more information. http://www.redstaryeast.com/science-

yeast/what-yeast . The dried yeast in the packet is basically in a state of dormancy. Water kind of

wakes it up. Sugar provides a food source so the yeast will begin to eat the yeast and give

off carbon dioxide gas. You will know the yeast is active when you see it start to bubble.

You can also go to http://www.youtube.com/watch?v=4mxqGF9JZHI for an idea of how to

set up a yeast experiment.

You can mail order a box of yeast packs for less than store purchase. This will make it

easier to do multiple labs or to share with other teachers or use later in the year. Visit the

Redstar yeast website . http://www.redstaryeast.com/science-yeast/what-yeast for more

info.

Materials needed-

front to back copies of lab sheets

For each environment:

Resealable bag (Ziploc)- sandwich size

½ cup water (best temperature for growth 110-115˚ F- hot tap water, if it is too high

the yeast will die/ too low may not grow or grow as quickly)

Variables can include one of the following: 1 tablespoon of sugar, salt, oil, flour, baking

soda, banana, or others.

Masking tape and markers to label bag, (especially if you will take two days to do the lab.)

Procedure:

1. Tell students that yeast is a living organism. It is a tiny fungus that we use to help

us make bread. Just like all organisms it needs water, energy, (food) and space

to live. Tell students that they are going to do an experiment to find out what yeast

needs in its environment to grow and survive.

2. Show students the materials they will be using and the choice they will have to

make.

3. Break students into groups of 4. Instruct them to read over their lab worksheet

and decide together what variable they will add to their habitat.

4. Enable students to get their supplies except their water (and perhaps other wet

variables) and assemble their materials. (If bags are labeled and sealed you

19

can continue the experiment the following day if needed. If you are doing this,

be sure to retain any wet ingredients such as vinegar, oil, banana for the next

day)

5. Make sure water is between 110 and 115 ˚. Get water to students.

6. Have students add water to bags and seal.

7. Have students continue to complete lab sheet.

8. As students wait for yeast to act, encourage them to notice what is going on to

theirs and other classmates' environments. Encourage discussion especially about

other ways the environment could be changed as students wait and answer

questions on reflection paper.

9. Students should see some changes to the environments after about 10 minutes.

After 20 -25 minutes there should be very obvious differences and students

should be nearly completed with reflection paper.

**Make sure you have at least one environment with sugar and water at 110-115˚ F.

to show obvious growth of the yeast within 10 minutes and very obvious growth after

20 minutes. (Chances are that one of your groups will choose sugar, if one

doesn't, then decide to do an experiment yourself and choose the sugar.)

You may want to have students make decisions about variables one day and

complete the experiment on the next day. They can even assemble dry

ingredients on day one and add water on day two. This may make it easier for

you to assure correct water temperature. You may also want to have one

experiment already going before class begins so you can show students the results

if time runs short.

(Do not leave the yeast and warm water in sealed bag for too long or it may

rupture the bag and send contents everywhere.)

20

Name ________________________________ Date _________

Changing Environments:

What is the best environment for yeast?

Yeast is a living thing and has the same basic needs as other organisms. For this

experiment your yeast will have a plastic bag for its habitat. All living things need water

so you will have to add ½ a cup of water to the environment. What else do you think

your yeast will need to make its environment suitable for growing?

What item will you choose to add? ______________________________________

(This will be your variable.)

1. Gather your supplies:

One bag, ½ cup water, 1 packet of yeast, 1 item of your choice (Sugar, salt, etc),

Tape, marker

2. Label the bag with your variable name on the piece of tape.

3. Carefully put your yeast and chosen variable into the bag. 4.

Carefully add the water.

5. Seal the bag and begin filling in the chart as you wait to see how your yeast will

grow.

Draw a picture and write a description of Draw a picture and write a description of

your bag right after you seal it. your bag after 20 minutes.

_________________________________________ _________________________________________

_________________________________________ _________________________________________

_________________________________________ _________________________________________

_________________________________________ _________________________________________

21

Name ________________________________ Date _________

Changing Environments:

What is the best environment for yeast? Reflect.

Compare your yeast environment to the other yeast environments in the classroom.

The yeast environments that have bubbles are growing. When the yeast eats it gives

off carbon dioxide and the environment gets filled with gas. When the yeast eats

more, it will grow as well as fill the environment with bubbles and carbon dioxide.

What do you think is happening in the environments without any bubbles?

_______________________________________________________________________________________

_______________________________________________________________________________________

Which environments were beneficial (helpful) because they showed growth?

_______________________________________________________________________________________

_______________________________________________________________________________________

Which environments were detrimental (harmful) because they did not show growth?

_______________________________________________________________________________________

_______________________________________________________________________________________

Which environment showed the best growth?

_______________________________________________________________________________________

_______________________________________________________________________________________

Discuss: What are other possible changes that could happen to the yeast's environment?

Do you think the changes would help the yeast or harm the yeast?

22

Name________________________________________________Date_____________________________

Changing Environments:

How many bears can live in this forest? Teacher page

This activity was adapted from

http://idahoptv.org/dialogue4kids/season7/bears/howmanybears.cfm

The website references Project Wild. It was changed to include only the

enrichment activity and to make it easier for 4th grade students to play.

Objectives:

Students will: 1) Understand that a bear gets its shelter from its environment and if the environment cannot

provide the shelter then the bear will have to leave or die. 2) Explain that if the environment changes so that there is not enough shelter this will be harmful

to the bear. Students pretend to be bears looking in their environment for places to use for as shelter. Shelter will be represented by pieces of paper scattered around the area. "bears" seeking shelter in their

environment. Bears need many types of shelter. Background: Bla ck bears are omnivores and will eat a huge variety of items. They can be very resourceful in finding

food. They also need several types of shelter and these need to be located in such a way as to keep the bears away from people and other bigger bears. Black bears can be very territorial in order to protect their shelters. Adult bears will kill or run off younger bears if space

becomes too tight. Black bears need a variety of different types of shelter. These include the following. Black bears need a place to rest or resting and sleeping during the day. This shelter would include trees or very

thick shrubs. Black bears also need a hiding area that is near the feeding area where the bear can get to quickly if threatened while feeding. Another area the bear needs is the feeding area. This tends to be in a more open area, but still some plant growth for cover near the hiding area. One more place the bear will need in the winter time is a den for hibernating and raising young. This can be a cave, hollow log, hole dug into a hillside, or even a

culvert pipe. Preparation:

1. Cut paper into roughly 3"by 3". You will need 4 squares for each student. For a class of 25 students, make 100 squares.

2. Make four piles of equal numbered squares each.

3. Mark each card in a pile with one of these letters: R, H, F, D

4. The letters will represent one of the following types of shelter for the bear.

R = resting site such as a tree.

H = hiding sites such as very thick shrubs and plant growth

F = feeding sites will be less dense but close to hiding shelter.

D = dens, where the bears will hibernate

5. Do not tell students what the letters stand for until after the game.

23

Procedure: 1. Take students to a fairly open area. You can use your classroom if no other options are available, but consider that all students will be moving around the area at once and in perhaps a bit

of a hurry. 2. Scatter the colored pieces of paper. You can have the students do this for you if you prefer. 3. Students will gather at one side of the area. Tell students to imagine that they are bears for this game.

Remind students that bears need food, water, and shelter in order to survive. Do not tell the students what

the letters on the squares of paper stand for yet. Tell Students that they will have to gather pieces of paper

to represent an important factor for their survival. 4. Direct the students to move as individual "bears" into the area. Adult bears tend to live alone unless they are raising cubs. Each bear must pick up as many of the components of habitat as possible. (You should decide if you want to allow competitive behavior or if you will only allow students to walk, only pick up one paper square at a time, complete a tiny task in between each paper, or tell them they can only pick up 4 papers, etc, This is up to you and your knowledge of your students as well as how long you want to spend on the activity.)Remind students that although bears are territorial and don't want to share their resources with

other adult bears that they will rarely fight, because injuries will make them weaker and perhaps less

likely to survive.(This may be a good time to plan for a solution to two students reaching for the same

piece of paper.). 5. When all paper squares have been picked up have students take their papers to a seat and divide into piles with various letters. (There should be no more than 4 piles.) Now tell students that each letter stands for a type of shelter and ask them to think about which type of shelter.

Listen to their ideas, but let them know what each letter stands for. 6. Use chart paper or board to record the number of bears that got all 5 different kinds of shelter. How many got 4 kinds of shelter? 3 kinds? And so on 7. Ask students what they think would happen if a bear had all kinds of shelter except for a den? (The bear would survive spring, summer and fall, but might have to migrate if the winter is cold or die.) 8. Ask students what they think would happen if the bear didn't have a resting shelter or a hiding shelter? (Students should answer that the bear would not have a safe place to sleep, travel, or hide and it might migrate or become a victim to hunters, other bigger bears, or starve.) 9. Make sure that students know how important shelter is for a bear and ask how many bears survived in

this forest. The bear needed to have all 4 types of shelter. How many bears survived? (Answer depends on students' outcomes).

What was the factor that determined how many bears survived in this activity?

(Shelter)

What are some things that determine or possibly change the amount of shelter bears have? (Trees being cut down, forest fires, homes for people being built, floods washing away or filling in dens)

Encourage students to think of many answers. Ask them to think about which happen naturally and which are caused by human activity.) Ask the students to summarize what they have learned about the importance of suitable habitat for bears' survival. How is this similar and different to the needs of other animals?

24

Name ________________________________ Date _________

Changing Environments:

How many bears can live in this forest? Exit ticket

The state of Ohio used to have a lot of black bears. What did you learn today that

would explain why we do not have many bears in Ohio? What do you think happened to

the bears?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name ________________________________ Date _________

Changing Environments:

How many bears can live in this forest? Exit ticket

The state of Ohio used to have a lot of black bears. What did you learn today that

would explain why we do not have many bears in Ohio? What do you think happened to

the bears?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

25

Changing Environments- Explore ANSWER KEY

How many bears can live in this forest? Exit ticket

The state of Ohio used to have a lot of black bears. What did you learn today that

would explain why we do not have many bears in Ohio? What do you think happened to

the bears?

Answers should include the ideas that black bears need a lot of

different types of shelter from their environment and if they don't

get it the will have to move or die of starvation or be killed by

hunters or other bigger bears. They should also include ideas

about people destroying the bears shelter to plant crops or build

homes.

26

Changing Environments- Explain Part 1

What factors influence ecosystems- Teacher page

An ecosystem is the interactions of all the living and nonliving factors in a given area. It is

a misconception that some students have that ecosystems are just collection of plants

and animals. It is important to help them see that all the parts have an effect on the

other factors even if it is small or indirect. Example: Worms don't seem very important,

but they help aerate the soil and provide nutrients through consuming decaying

organisms to make the soil better for growing plants. They are also an important food

source for other animals. If all the worms are removed the other plants and animals will

suffer. Environments can change quickly or slowly. These changes are often natural and human

interference can make a huge difference. The focus for this section is on gradual or dramatic

changes. The next lesson will focus on whether changes are good or bad.

Have students read the 4th grade Science textbook.

Take two days to do this. Have them complete the reading guide focusing on cause and

effect relationships.

Check for understanding as students read. Have students check their work before turning in.

Make sure students know the terms biotic and abiotic.

Pass out exit ticket to have students complete independently.

27

Name ________________________________ Date _________

Changing Environments- Exit ticket

What factors influence an ecosystem?

Complete the chart with biotic (living) and abiotic (nonliving) factors from the picture on page

168-169 and looking out a window. (Include things you can't see, but know

are probably there.)

Page 168-169 Window

Biotic-(living) Abiotic- Biotic-(living) Abiotic-

(nonliving) (nonliving)

Compare the factors in the charts above. What is similar? What is different?

_________________________________________________________________

_________________________________________________________________

Write a sentence that shows how at least 3 factors from the ecosystem affect each other.

_________________________________________________________________

_________________________________________________________________

28

Changing Environments- Explain-ANSWER KEY

What factors influence an ecosystem? Exit ticket

Complete the chart with biotic (living) and abiotic (nonliving) factors from the picture on

page 168-169 and looking out a window. ( Encourage students to think of things they know are

there, but are invisible.)

Page 168-169

Window

Biotic-(living)

Answers include:

Chipmunk

Woodpecker

Grass

Wildflowers

Mosquitoes

bacteria

Abiotic-

(nonliving)

Water

Sunlight

Temperature

Rocks

Biotic-(living)

Answers will vary

Abiotic-

(nonliving)

Compare the factors in the charts above. What is similar? What is different?

_____answers will vary____________________________________________

_________________________________________________________________

Write a sentence that shows how at least 3 factors from the ecosystem affect each other.

The water helped the tree grow and provide a shelter for the woodpecker who also eats the

insects under the trees bark.

29

Name ________________________________ Date _________ Changing Environments:

What factors affect an ecosystem? Guided reading

Living and nonliving things influence or effect ecosystems. Notice the cause and effect

relationships of different things in the ecosystem. Fill in the chart with relationships.

Cause Effect

Earth worms loosen soil.

The rabbits starve.

The soil is poor.

Some climates help dead plants and

animal droppings decay faster.

The rainforest has the most diversity of

plants and animals of all ecosystems.

What would happen to an ecosystem if its climate changed?

__________________________________________________________

__________________________________________________________

_________________________________________________________

30

Changing Environments- Explain

What factors affect an ecosystem? ANSWER KEY

Living and nonliving things influence or effect ecosystems. Notice the cause and effect

relationships of different things in the ecosystem. Fill in the chart with relationships.

Cause Effect

Earth worms loosen soil. Loose soil helps plants grow.

Dry weather and disease kill the grasses. The rabbits starve.

The soil is poor. Few plants grow.

Some climates help dead plants and The decaying plants and animal

animal droppings decay faster. droppings make the soil richer.

The rainforest has a lot of variety of food The rainforest has the most diversity of

and shelter. plants and animals of all ecosystems.

What would happen to an ecosystem if its climate changed?

If the climate changed in an ecosystem some of the plants might not survive,

so that may lead to some animals leaving to find food elsewhere and other

animals coming in to eat the new plants.

31

Changing Environments- Explain Part 2

Succession- Teacher page

Succession is a slow natural change that occurs over a long period of time as

plants grow and change the environment. Over time different plants and animals

will be able to survive and thrive or die off or migrate as resources such as water,

sunlight, nutrients, food sources, shelter, pollinators, predators, etc change. This

Observing Changes Investigation is on page 135 in the 5th grade Science book

Ohio Edition from Harcourt School Publishers creates a model that will help explain

succession of a pond.

You will need:

Ruler

Potting soil

Plastic dishpan

Water

Duckweed

Birdseed-

Duckweed can sometimes be obtained from garden centers if they have a

pond section or in pet stores. It can also be mail ordered or gathered from a natural pond. (You can probably substitute some other green substance such as tiny green leaves or green confetti. Just let the students know that it represents a pond plant that is a food source for many pond animals.) Bird seed could be replaced by radish seed, wheat seed or other fast

germinating seed.

Do this as a demonstration. Pass out lab sheet and allow time for observation.

*put 5 cm soil in dishpan Pack the dirt down a bit.

*create an empty space in the center of the dirt. (This becomes the pond.) *gently

add water in the center until it reaches a depth of 4 cm.

*add duckweed to the pond

*sprinkle birdseed over dirt around the pond. Do not water.

*Have students begin completing chart or you can use the lab manual

* after 3 or 4 days, measure and record on chart again, sprinkle more bird seed, and

gently add a little more water for the seed.

*measure and record again a few days later and then compare your observations.

*Ask students how this models a real pond and what would be different if it was

real?

Students should be able to tell you that there would be more and different plants as

well as animals such as frogs, fish, and dragonflies. They should also be able to tell you

that it the changes would happen much more slowly.

32

Changing Environments- Explain Part 2 continued

Succession- Teacher page

Show students the videos about succession. Ask them to notice the difference between

the changes that are slow and the changes that happen quickly.

http://app.discoveryeducation.com/player/?assetGuid=9a899be8-c44a-4671-8eb5-

3baeacb47c01&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=US&isAssigned=false&includeHead

er=YES&homeworkGuid United Streaming "Changes in Habitats"

http://app.discoveryeducation.com/player/?assetGuid=f2d57983-fce9-4f38-8d49-

14b1681b4ccf&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=US&isAssigned=false&includeHeader

=YES&homeworkGuid Discovery Education "Changes in Communities"

Ask students what they learned about the types of change. They should be able to tell

you things like:

Change can happen fast or slow.

Fast changes include things like volcanoes or fires.

Succession happens on land as well as in a pond.

Slow changes include succession which is plants growing that allow different

animals to enter and help produce more fertile soil which leads to different plants

and then different animals. (This is what we are aiming for, but it may take more

time.)

Everything that changes has some impact on other things in the ecosystem.

Everything that happens causes something else to happen.

Have students read the 5th grade Science book by Harcourt School Publishers chapter 4/

lesson 2 page166-172. Have students complete main idea/ details graphic organizer. Check

for understanding as students work.

After reviewing the graphic organizer have students complete the exit ticket

independently.

33

Name ________________________________ Date _________

Changing Environments:

Succession Pond Lab

Day Water Depth Observations

1

Summarize what happened to the pond model?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

34

Name ________________________________ Date _________

Changing Environments:

Succession

Succession can be caused by many factors.

change in climate

details-

organisms living in the environment

details-

adding new organisms to an ecosystem

details-

35

Name ____________________________________________ Date _________

Changing Environments:

Succession Exit ticket

Use your graphic organizer to help you answer this question. What is succession? Give

an example of how it happens.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name ___________________________________________ Date _________

Changing Environments:

Succession Exit ticket

Use your graphic organizer to help you answer this question. What is succession? Give

an example of how it happens.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

36

Changing Environments- Explain

Succession Exit ticket ANSWER KEY

Use your graphic organizer to help you answer this question. What is succession? Give

an example of how it happens. Possible answer:

Succession is the gradual change in plants and animals in an ecosystem due to the

change in biotic and abiotic factors. For example if there was a change in the

climate of an ecosystem some of the plants might not survive different

temperatures and rain levels. Plants that depend on these animals would either

have to leave or die. These changes would continue to lead to other changes until

the ecosystem was different.

37

Changing Environments- Elaborate

Picture book-Teacher page

*Tell students they will make a picture book about changes in an

environment. Consider using this for your Writing Portfolio piece for

the first quarter or as additional practice.

*Show students video from Youtube. http://www.youtube.com/watch?v=vNHnwHaSolA

(It will have a commercial. You may want to set it up to run the commercial before

putting on projector.) The video is an animated depiction of succession. It was chosen

over others because it included plants and animals. This video will serve as review as

well as inspiration for student design challenge.

Students will work in small groups of two or three to create a picture book that will teach

2nd graders about changes in the environment.

Second grade has similar standards, but they do not go into as much detail. They also do

not use words biotic, abiotic and succession. They are also not concerned with changes

being good or bad. (Which is the second unit on environmental changes.)

Assign students to groups of 2 or 3.

Read over assignment guidelines.

Monitor student progress

Make supplies available as needed.

Arrange time to share books with students.

Evaluate books to make sure students will only be sharing accurate explanations.

Consider using rubric for portfolio writing assignments.

Facilitate your students sharing books.

38

Name _____________________________________ Date ____________________

Changing Environments:

Picture Book

Task: You will make a picture book to help students

learn about environmental changes.

Your book must include these things:

____- at least 4 different pictures that show stages of change in the environment .You

cannot have all the plants and animals in all of the stages.

____- at least 5 different plants and animals (5 total) with an explanation of how they

interact (affect and are affected) with the environment

____- a quick change (fire, volcano, oil spill) change

____- then a slow change (succession,) for the same environment.

The book should be:

____ realistic in ideas

____ correct in spelling, grammar, punctuation, capitalization

____ neat and easy to read.

39

Name _____________________________________ Date ____________________

Changing Environments:

Picture Book page 2

Steps:

1. Decide on the environment

2. Decide on the fast environmental change

3. Write a description of how the fast change changes the environment.

-Be sure to include details about plants and animals.

4. Write down the description of the steps of succession after the fast change.

-Make sure you include the variety of plants and animals and include

explanations of how they interact with the environment and each other.

5. Make a sketch of your pictures.

This begins the evaluation portion of your work

6. Evaluate and revise your own work

7. Exchange rough draft with another group.

8. Help each other realize if any changes need to be made and make the changes.

9. Make a neat copy that will be shared.

10. Practice sharing the book so that you are ready to present it to the younger

students.

Name ________________________________ Date _______________________

40

Changing Environments:

Picture Book Evaluation

First evaluate your own book. Then switch your book and paper with another group.

Provide suggestions based on the questions to help them improve their book. Switch the

books and papers back and read and talk about suggestions. Decide what changes

you will make to revise and edit your own book before you start your final copy.

Criteria

What is the example of

quick change?

Are there at least 5

different plants and

animals with details

about how they

changed?

Are there at least 4

stages of change that

show different plants

and animals in the

environment?

Are the changes

realistic?

Are the changes and

interactions

explained?

Do the pictures match

the writing?

Our

Book

Their

Book

Suggestions to improve the writing

41