4th grade - grading period 1 overvie · name_____ 4th grade - grading period 1 overview ohio's...
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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.
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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
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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.
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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.
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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.
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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
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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
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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.)
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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._________________________________________________________
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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?
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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?
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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?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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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.
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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.)
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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.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
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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