MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 4 Course Code: 5020050 / Access Code: 7720050F1Pacing Date(s)15 Days 10-16-17 to 10-26-17

QSBA Q1 Assessment Window 10-30-17 to 11-09-17BODY OF KNOWLEDGE: P: Physical Science - N: Nature of Science

TOPIC IV: Thinking and Working Like a Scientist – Scientific Method(The scientific inquiry content taught in Big Ideas 1-3 will assist students in developing their science fair projects.) MDCPS District Elementary Science Fair timeline begins October 23, 2017. It is recommended that the school science fair be held during the first week of December 2017.

NEXT GENERATISUNSHSTATESTANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 2: The Characteristics of Scientific KnowledgeSC.4.N.2.1 Explain that science focuses solely on the natural world.Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsBig Idea 1: The Practice of ScienceSC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningSC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence. Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsSC.4.N.1.5 Compare the methods and results of investigations done by other classmates. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.Cognitive Complexity: Level 2: Basic Application of Skills & Concepts SC.4.N.1.8 Recognize that science involves creativity in designing experiments. Cognitive Complexity Level 2: Basic Application of Skills & Concepts Big Idea 3: The Role of Theories, Laws, Hypotheses, and ModelsSC.4.N.3.1 Explain that models can be three dimensional, two-dimensional, an explanation in your mind, or a computer model.Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

A. Scientific Inquiry1. Discuss problem (Problem

Statement)2. Formulate scientific questions and

reason a solution (Hypothesis)3. Develop a plan to carry out

experiment (Procedures)4. Identify and control variables

a. Test (independent/ manipulated)

b. Outcome (dependent/ responding)

c. Constant5. Collect and record data

a. Estimate and measureb. Observe and classify (tables)

6. Analyze dataa. Graphb. Compare results

7. Interpret the data8. Draw a conclusion9. Communicate and explain results10. Ask a new question

B. Scientific Knowledge1. Define science and what it

can and cannot answer2. Identify various fields of

Science: biology, chemistry, geology, zoology, etc.

C. Use models to help understand and explain how things work.1. Models are concrete

examples that represent objects on a smaller scale, or ideas or events.

2. Models can be a. three dimensionalb. two dimensionalc. computer modelsd. diagrams

Apply concepts of the scientific process from the natural world.

Conduct a scientific experiment to solve a practical or abstract situation.

Prove a hypothesis supported or not supported based on data gathered.

Identify and explain that science is grounded in verifiable observations that are testable.

Identify and/or explain the need for repeated trials in a scientific investigation.

Distinguish between examples of evidence or observations and personal opinions.

Explain the reason for differences in data across groups as a result of using different tools and/or procedures.

Demonstrate how to utilize models to represent concepts in science.

Investigate and explore models in teams and be able to generate explanations using the mind.

Understand how to use a model to describe science concepts that are not readily observable.

Compare and contrast fields of

Text Book: Scott ForesmanTE pp. xxvi-xxviiElementary Science, Mathematics, Engineering, and Inventions Fair HandbookInstructional Resources Gr 4 Quarter 1SC.4.N.1.1-1.8 - Think Like a Scientist - M & M Experiment PPTVocabulary:models, investigate, materials, procedure, experiment, observe, infer, results, conclusion, applications, data (qualitative & quantitative), measure, predict, science tools, measure, predict, hypothesis, variables (independent or manipulated, dependent or responding, constants, control), science toolsTechnology: (p.5-6)Gizmos: Growing Plants , Germination Pattern Finder , Pendulum Clock Discovery Education (see p. 6) NBC Learn (see p.6)Strategies:Use the Five E’s, Inquiry, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups, Graphic Organizers (KWL) ELL: Enrichment: SPED: Assessment:Teacher Observation, Portfolio Assessments, Lesson Check Point, Journal, Lab ReportLabs: (see p. 4) Activity Book: pp. 13-14, 19-20, 25-27 TE pp. 162-163Related Program : Dream in Green (see p.5)

Office of Academics and Transformation– Department of Science – Topic IV Page 1 of 9First Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 4 Course Code: 5020050 / Access Code: 7720050F1ESE ACCESS POINT LAFS, MAFS and CS – p. 2-4

3. Models are used to help understand and explain how things work.

science and relate them to the natural world.

Everfi (see p. 5) Science Fair ExpoSECME

SCIENCE BENCHMARKSSC.4.N.2.1 Explain that science focuses solely on the natural world.

ACCESS POINTShttp://www.cpalms.org/Public/PreviewStandard/Preview/1671 

Additional Resources

SC.4.N.2.In.1 Identify that science focuses on the natural world. 

SC.4.N.2.Su.1 Recognize that science focuses on the natural world. 

SC.4.N.2.Pa.1 Associate science with the natural world in the local environment.

SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

ACCESS POINTShttp://www.cpalms.org/Public/PreviewStandard/Preview/1662

SC.4.N.1.In.2: Compare own observations with observations of others. 

SC.4.N.1.Su.2 Identify information based on observations of self and others. 

SC.4.N.1.Pa.2 Recognize differences in objects or pictures.

SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence

ACCESS POINTShttp://www.cpalms.org/Public/PreviewStandard/Preview/1663 

SC.4.N.1.In.1 Ask a question about the natural world and use selected reference material to find information, observe, explore, and identify findings. 

SC.4.N.1.Su.1 Ask a question about the natural world, explore materials, observe, and share information. 

SC.4.N.1.Pa.1 Explore, observe, and select an object or picture to solve a simple problem.

SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.

ACCESS POINTShttp://www.cpalms.org/Public/PreviewStandard/Preview/1631 

SC.4.N.1.In.2 Compare own observations with observations of others.

SC.4.N.1.Su.2 Identify information based on observations of self and others.

Office of Academics and Transformation– Department of Science – Topic IV Page 2 of 9First Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 4 Course Code: 5020050 / Access Code: 7720050F1SC.4.N.1.Pa.4 Recognize that people share information about science.

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.

ACCESS POINTS http://www.cpalms.org/Public/PreviewStandard/Preview/1669

SC.4.N.1.In.5 Recognize that scientists perform experiments, make observations, and gather evidence.

SC.4.N.1.Su.5 Recognize ways that scientists collect evidence, such as by observations or measuring.

SC.4.N.1.Pa.4 Recognize that people share information about science

Health, Language Arts, and Math benchmarks should be integrated in appropriate topics throughout the year.

LANGUAGE ARTS: READING INFORMATIONAL TEXT

LAFS.4.RI.1: Key Ideas & Details

BENCHMARK CODE BENCHMARK

LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

LAFS.4.RI.2: Craft and Structure

BENCHMARK CODE BENCHMARK

LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topics or subject area.

LAFS.4.RI.4: Range of Reading and Complexity of Text

BENCHMARK CODE BENCHMARK

LAFS.4.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as necessary at the high end of the range.

LANGUAGE ARTS: WRITING

LAFS.4.W.3: Research to Build and Present Knowledge

BENCHMARK CODE BENCHMARK

LAFS.4.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

LANGUAGE ARTS: WRITING

Office of Academics and Transformation– Department of Science – Topic IV Page 3 of 9First Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 4 Course Code: 5020050 / Access Code: 7720050F1

LAFS.4.W.3: Research to Build and Present Knowledge

BENCHMARK CODE BENCHMARK

LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LANGUAGE ARTS: SPEAKING AND LISTENING SKILLS

LAFS.4.SL.1.1: Comprehension and Collaboration

BENCHMARK CODE BENCHMARK

LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

MATHEMATICS: MEASUREMENT AND DATAMAFS.4.MD.1: Solve problems involving measurement and conversion of measurements from a larger to a smaller unit.

BENCHMARK CODE BENCHMARKMAFS.4.MD.1.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

MAFS.4.MD.2: Represent and interpret data.BENCHMARK CODE BENCHMARK

MAFS.4.MD.2.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

COMPUTER SCIENCE: SC.35.CS-CS.1.3: Modeling and Simulations

BENCHMARK CODE BENCHMARKSC.35.CS-CS.1.2 Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CP.1.3: Modeling and SimulationsBENCHMARK CODE BENCHMARK

Office of Academics and Transformation– Department of Science – Topic IV Page 4 of 9First Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 4 Course Code: 5020050 / Access Code: 7720050F1SC.35.CS-CS.1.3 Answer a question, individually and collaboratively, using data from a simulation.

Supplemental ResourcesContent Title

Gardening Resource Lessons Gardening by Grade Level http://faitc.org/teachers/gardening-for-grades/

The GSC involves students, teachers and school staff in designing and implementing environmental and energy solutions at their school.

Join ourDream in Green

GREEN SCHOOL CHALLENGESave Energy, Save Money

Get Your School Started http://science.dadeschools.net/elem/InstructionalResources/instiPartners.html

Using models Activity Book: Practice Making and Using Models pp. 15 -16

https://www.pearsonsuccessnet.com/snpapp/login/login.jspIf not registered, select “Register Here” button. Under teachers click Register and enter Pearson access code: 542470 (same for all MDCPS and grade levels) and school zip code. Log in. Click on the Grade 4 Teacher’s Edition. Click on Printable Resources: Activity Book.

Using models Models are the Building Blocks of Science http://www.utexas.edu/courses/bio301d/Topics/Models/Text.html

Scientific Method Science Fair http://sciencepage.org/scifair.htmhttp://www.sciencebuddies.org/

Steps and Resources for Completing a Science Fair Project

Elementary Science, Mathematics, Engineering, and Inventions Fair Handbook

http://science.dadeschools.net/elementaryScienceFair/default.htmlClick on Handbook.

Resources for Teaching Students a Simulated Science Fair Project

Science Fair Resources:Reaction Time

http://science.dadeschools.net/elementaryScienceFair/default.htmlClick on Resources.

Inquiry and the Scientific Method Scientific Investigation: Doing Science pp.2-27

Gr. 4-5 ScienceSaurus Handbook

Power Writing Model and the Art of Scientific Conclusions (Middle School Level)

Power Writing Model and the Art of Scientific Conclusions:Components of Experimental Design pp. 2-3Power Writing Model pp. 4-5Laboratory Report Writing Form (Template) pp. 6-8

http://science.dadeschools.net/middleSchool/writingInScience.htmlClick on Power Writing Model 2009 (Middle School Level).or use Power Writing Model 2009

Scientific Method Introduction (Powerpoint, Videos, and Activities)

Think Like A Scientist/M&M ExperimentScientific Method Think Like a

Professional Development Leaders/Coaches Session6 - May 2013

Office of Academics and Transformation– Department of Science – Topic IV Page 5 of 9First Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 4 Course Code: 5020050 / Access Code: 7720050F1Scientist

Everfi: Future Goals All Modules http://futuregoals.nhl.com/

Office of Academics and Transformation– Department of Science – Topic IV Page 6 of 9First Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 4 Course Code: 5020050

Standard: SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the science method”) but that science does involve the use of observations and empirical evidence.

Video The Scientific Method (NEW)

Standard: SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.

VideoUsing the Scientific Method (NEW)

As a reminder, to access the videos listed below, please log-in with your credentials at (https://mdcpsportal.dadeschools.net/_auth/Logon.aspx?ru, click on “Apps/Services/Sites” menu in the Miami Dade portal, click on NBC Learn, and a welcome message in the upper right hand corner of the webpage is displayed upon arrival at the NBC Learn website. You will need to see that Welcome Message each time you access the site in order to ensure that you can play all videos. Please make sure that you are staying within the same browser system. (i.e. Firefox, Internet Explorer)

TOPIC III: Practicing Science – Scientific Method

All activities are hyperlinked.

Video

100 Storm Researchers Chase Tornadoes in Whirlwind 5-Week Study Wondering Why: A Hands-On Science Museum Sparks Questions, Answer Lake Temperatures

Office of Academics and Transformation– Department of Science – Topic IV Page 7 of 9First Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 4 Course Code: 5020050Additional Strategies

5 “E” Model Activity (Note this investigation using the scientific method could also be used with Topic 6)

Student Directed Inquiry Lesson

The Supplementary Resources above and in previous topics provided students with many experiences with asking testable questions, forming a hypothesis, and determining what data they can collect through directed inquiry. Students also need to be directly involved in developing the experimental design (variables, materials, and procedures) in order to develop a deeper understanding of science as inquiry resulting in the creation of their own successful science fair projects. This 5 E’s lesson asks students to consider a concept that is subjective and then develop an experiment that is testable and repeatable. It develops critical-thinking skills and an understanding of the use of the Scientific Method as a guide to inquiry.

ENGAGE

Show students various brands of facial tissue with purchase prices (name brands and store brands) and ask them “Which brand of facial (nose) tissue do you think is best? Ask them to explain their responses. Talk about which ones are used at home and at school. How are they different? (Cost, content, ply, absorbency, strength, etc.) Have they seen print and/or TV ads for facial (nose) tissues? Check on line for information on facial tissue and for specific brand name ads.

Show students a variety of materials you have collected that are available for testing to see which facial tissue is best. You’ll need to include measuring cups, graduated cylinders, droppers, rulers, stopwatches, scissors, balances, gram cubes, pennies, marbles, hand lens, deli containers, plastic bowls, rubber bands, blue trays, and anything else you can think of that could be used. Tell students they will not need to use all of the materials.

Break students into groups and tell them you want them to come up with a test to determine the “best” facial tissue. Students use their science notebooks/journals to record all investigation information. Students must come up with the following:

Their testable question Their test variable or independent/manipulated variable What they plan to measure and how (outcome variable or dependent/responding variable)? List of materials they think they will need.

EXPLORE

Students work in their assigned groups to set up their experimental design (variables, procedures, materials) Walk around them and offer assistance (facilitate) as needed, checking to make sure their hypothesis and experimental design is complete with materials listed in their notebooks.

If a student group needs additional help with the procedures, the following may be offered for students as a start: To test absorbency: Roll a facial tissue and dip into a graduated cylinder (50 mL capacity) with a specific amount of water (30 mL) for 10

seconds. Remove and read the amount of water left in the graduated cylinder. Find the difference (amount absorbed) To test strength: Secure a facial tissue with a rubber band over a “deli” plastic container. Pour a measured amount of water (5 mL) to wet the

tissue. Pennies or marbles can be added one at a time, until the towel breaks. Then count the number of pennies or marbles the facial tissue held. The number of pennies or marbles can be converted to grams.

Students then conduct their investigation and collect/record data. Students analyze their results and draw conclusions.

EXPLAIN Each student group reports on what they did for their inquiry and what evidence they have to support their hypothesis for the best facial tissue. (The

abstract form on p. 19 from the Elementary Science, Mathematics, Engineering, and Inventions Fair Handbook can be used by students as a guide.)Refer to the above Handbook available through the http://science.dadeschools.net/elementaryScienceFair/default.html for explanations and/orclarifications as needed. Scott Foresman pp. xxvi-xxvii can also be used.

EVALUATE

Students go back to their groups to review and refine their inquiry and can consider the following: Did they do at least three trials? Were control variables included? What things were held constant for all paper tissue (ply number, same sample size, procedures for wetting the towels) What new question(s) could be investigated?

Teacher can assess students’ notebooks and presentation summary (abstract).

Office of Academics and Transformation– Department of Science – Topic IV Page 8 of 9First Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 4 Course Code: 5020050

5 “E” ModelContinued Activity (This is optional for grade 4.)

Elaborate

(Individual Science Fair Project/School

Science Fair)

Teachers (Science Fair Committee) needs to set guidelines for the school site science fair which include a Science Fair contract, ProjectProposal form, and a Project Timeline of four to six weeks. See http://science.dadeschools.net/elementaryScienceFair/default.html for the ElementaryScience, Mathematics, Engineering, and Inventions Fair Handbook resource. Check Weekly Briefings for District science fair project due date and theDistrict Elementary Science Fair date. Teacher presents Science Fair project guidelines and resources to students. Students share guidelines with parents and research a topic to identify a testable question. Once their testable question has been approved, students work on their project following the due dates on the school Science Fair Student Checklist. Top four grade 4 and/or 5 school winners enter project in the District Elementary Science Fair scheduled for January 2015.

Office of Academics and Transformation– Department of Science – Topic IV Page 9 of 9First Nine Weeks 2016-2017