4th Grade Science Map/Pacing Guide

Transcription

1 Topics & Standards Quarter 1 SCIENTIFIC INQUIRY and APPLICATION PRACTICES Thinking Like a 21st Evidence Century Scientist and Engineer 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. EARTH S SURFACE (4.ESS.1) Landforms Earth s surface has specific characteristics and landforms that can be identified. Key Concepts & Vocabulary Canyon, Catastrophic, Cave, Delta, Deposition, Dune, Earthquake, Erosion, Event, Flooding, Floodplain, Glacial Feature, Glacial Movement, Hill, Island, Landform Mountain/Mountain Range, Physical Geography Map, Remote Sensing Data, Sinkhole, Spring Stream, Topographic, Valley, Volcano, Weathering Time Frame Week 1-6 SCIENCE INQUIRY AND EARTH SCIENCE Earth's surface has specific characteristics and landforms that can be identified. (4.ESS.1) Explain that 70 percent of the Earth's surface is covered with water and most of which is ocean. Research and identify landforms and the processes by which they are created. Design and construct a model of a landform and explain the process by it formed. Synthesize information related to landforms and their processes and present the findings to others. Curriculum Units with Assessment (Evidence) Unit: Think Like a Scientist Opportunities for Integration ELA/Literacy RI.5.1 Quote accurately from a text when Resources (Curriculum /Textbook) Curriculum Units: Team Building Lab Safety Technology, Other/ Differentiation

2 APPLICATION PRACTICES Thinking Like a 21st Century Scientist 4th Grade Science Map/Pacing Guide explaining what the text says explicitly and when drawing inferences from the text. RI.5.1 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. My Science Classroom: Scale Diagrams Laboratory Procedures and Equipment Computer Technology Introduction to Science and Engineering Inquiry Design Cycle RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital

3 sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics 3.OA Operations and Algebraic Thinking MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. 3-5.OA Operations and Algebraic Thinking

4 Topics & Standards Quarter 2 4th Grade Science Map/Pacing Guide Key Concepts & Vocabulary Canyon, Catastrophic, Cave, Delta, Deposition, Dune, Earthquake, Erosion, Event, Flooding, Floodplain, Glacial Feature, Glacial Movement, Hill, Island, Landform Mountain/Mountain Range, Physical Geography Map, Remote Sensing Data, Sinkhole, Spring Stream, Topographic, Valley, Volcano, Weathering EARTH SCIENCE Earth's surface has specific characteristics and landforms that can be identified. (4.ESS.1) Explain that 70 percent of the Earth's surface is covered with water and most of which is ocean. Research and identify landforms and the processes by which they are created. Design and construct a model of a landform and explain the process by it formed. Synthesize information related to landforms and their processes and present the findings to others. Key Concepts & Vocabulary 4.ESS.2 Ice movement, Freeze/thaw, Catastrophic event, Characteristics, Exposure, Weathering factors, Earthquakes, Mass wasting, Earth's surface, Weathering process, Pollution, Flooding, Volcanic activity, Glaciers, Types of rocks, Weathering rates 4.ESS.3 Sediment, Deposit, Gravitational force, Process, Transport, Erosion (as a destructive process), Deposition (as a constructive process), Weathering, Gravity,Catastrophic events, Mass wasting, Landforms, Topographic maps EARTH SCIENCE The surface of Earth changes due to weathering. 4.ESS.2 The surface of Earth changes due to erosion and deposition. 4.ESS.3 Explain the process of weathering in changing the Earth's surface. Explain the process of erosion and deposition in changing the Earth's surface. Differentiate between weathering, erosion, and deposition. Connect concepts of weathering, erosion, and deposition to the real world. Design, construct, and evaluate a model using research to prevent riverbank erosion. Key Concepts & Vocabulary Abiotic, Ecosystems, Beneficial, Biotic, Detrimental, Ecosystem, Fossil Record, Migration, Populations, Resources LIFE SCIENCE (4.LS.1) Changes in an environment are sometimes beneficial to its survival and sometimes harmful. Explain that some changes in an environment can be beneficial and some changes can be detrimental to different organisms in an ecosystem.

5 Time Frame Weeks (Q-1) 7-9 EARTH SCIENCE (4.ESS.1) Earth's surface has specific characteristics and landforms that can be identified. 4th Grade Science Map/Pacing Guide Observe and record factors in an environment. Compare an ecosystem in Ohio from the past to the present. Resources environment are sometimes beneficial to its survival and sometimes harmful. Create a plan to benefit an endangered species in Ohio. Evaluate a plan proposed to help an endangered species. Curriculum Units with Assessment (Evidence) UBD Framework Unit: Formative/Summative 4-7 performance tasks that reach DOK level 4 AND/OR 3-5 FATPs / RAFTs At least 1 GRASP per quarter At least 1 Common Short Cycle per quarter Opportunities for Integration ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 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. Resources (Curriculum /Textbook) Inspire Science Textbook Grade 4 book Module: Patterns of Earth s Changing Features Lesson: Earth s Landforms and Features Lesson: History of Earth s Surface *Be sure to use the chapter module opening, videos, & games Technology, Other/ Differentiation Discovery Education: Ohio Department of Education - Science: Standards/Science AIR Practice Site *Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using online resources.

6 *Assessments located within unit *Be sure to use the Inspire curriculum assessments resources as well as Defined Stem 4th Grade Science Map/Pacing Guide RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.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. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to

7 support analysis, reflection, and research. Mathematics MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid

8 volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

9 (Q-2) Weeks EARTH SCIENCE The surface of Earth changes due to weathering. 4.ESS.2 The surface of Earth changes due to erosion and deposition. 4.ESS.3 UBD Framework Unit: Formative/Summative 4-7 performance tasks that reach DOK level 4 AND/OR 3-5 FATPs / RAFTs At least 1 GRASP per quarter At least 1 Common Short Cycle per quarter *Assessments located within unit *Be sure to use the Inspire curriculum assessments resources as well as Defined Stem 4th Grade Science Map/Pacing Guide ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 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. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.7 Interpret information presented visually, orally, or Inspire Science Textbook Module: Patterns of Earth s Changing Features Lesson: Effects of Erosion *Be sure to use the chapter module opening, videos, & games Discovery Education: Ohio Department of Education - Science: Standards/Science AIR Practice Site *Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using online resources.

10 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. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics.

11 MP.5 Use appropriate tools strategically. 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

12 Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

13 Topics & Standards Quarter 3 Key Concepts & Vocabulary Abiotic, Biotic, Cast, Ecosystem, Extinct, Fossil Record, Migration, Mold, Populations, Resources, Trace LIFE SCIENCE (4.LS.2) Fossils can be compared to one another and to present day organisms according to their similarities and differences. Explain how fossils are used to learn about organisms that no longer exist. Compare fossils to other fossils and living organisms to identify similarities and differences. Design and carryout an experiment to discover how organisms can leave fossil evidence. Infer possible facts about organisms and their environment based on observations of fossils or models of fossils Key Concepts & Vocabulary Conservation of Matter, Constant, Dissolving, Evaporation, Experimental Evidence, Gas, Liquid, Mass, Melting, Phase change, Phases or States of Matter, Matter, Property, Solid, Volume, Weight Time Frame (Q-2) Weeks PHYSICAL SCIENCE (4.PS.1) The total amount of matter is conserved when it undergoes a change. Based on experimental experiences, explain that matter remains constant when it undergoes a change. Explain that when an object is broken into smaller pieces, the total amount of matter remains constant. Explain that when a solid is dissolved in a liquid, the total amount of matter remains constant. Explain that when matter changes state (solid, liquid, gas), the total amount of matter remains constant. Explain that the sum of all of the parts in an object equals the mass of the object. Curriculum Units with Assessment (Evidence) UBD Framework Unit: Opportunities for Integration ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly Resources (Curriculum /Textbook) Inspire Science Textbook Grade 3 book Module: Changes in Ecosystem Technology, Other/ Differentiation Discovery Education:

14 LIFE SCIENCE (4.LS.1) Changes in an environment are sometimes beneficial to its survival and sometimes harmful. Formative/Summative 4-7 performance tasks that reach DOK level 4 AND/OR 3-5 FATPs / RAFTs At least 1 GRASP per quarter At least 1 Common Short Cycle per quarter *Assessments located within unit *Be sure to use the Inspire curriculum assessments resources as well as Defined Stem 4th Grade Science Map/Pacing Guide and when drawing inferences from the text. 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. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Lesson: Changes Affect Living Things Lesson: Natural Hazards Change Environments Lesson: Humans and Natural Hazards *Be sure to use the chapter module opening, videos, & games Ohio Department of Education - Science: AIR Practice Site *Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using online resources.

15 Web pages) and explain how the information contributes to an understanding of the text in which it appears. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. 4.MD.A.1 Know relative sizes of measurement

16 units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams

17 that feature a measurement scale. (Q-2/3) Weeks LIFE SCIENCE (4.LS.2) Fossils can be compared to one another and to present day organisms according to their UBD Framework Unit: Formative/Summative 4-7 performance tasks that reach DOK level 4 AND/OR 3-5 FATPs / RAFTs 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Inspire Science Textbook Grade 3 book Module: Learn From The Past Lesson: Things from Long Ago Lesson: Fossils *Be sure to use the chapter module opening, videos, & games Discovery Education: Other Resources: Additional experiments for making fossils. nt/scienceenvironmental/articles/ aspx LeBreaTarpitsvirtualfield trip

18 similarities and differences. At least 1 GRASP per quarter At least 1 Common Short Cycle per quarter *Assessments located within unit *Be sure to use the Inspire curriculum assessments resources as well as Defined Stem 4th Grade Science Map/Pacing Guide Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.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. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and Fossil museum m-fossils.htm Ohio Department of Education - Science: AIR Practice Site *Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using online resources.

19 categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table.

20 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative

21 (Q-3) Weeks PHYSICAL SCIENCE (4.PS.1) The total amount of matter is conserved when it undergoes a change. UBD Framework Unit: Formative/Summative 4-7 performance tasks that reach DOK level 4 AND/OR 3-5 FATPs / RAFTs At least 1 GRASP per quarter At least 1 Common Short Cycle per quarter *Assessments located within unit *Be sure to use the Inspire curriculum assessments 4th Grade Science Map/Pacing Guide comparisons as multiplication equations. ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Inspire Science Textbook Grade 2 book Module: Changes in Matter Lesson: Put Matter Together Lesson: Mixtures Lesson: Temperature Changes Matter *Be sure to use the chapter module opening, videos, & games Discovery Education: Ohio Department of Education - Science: AIR Practice Site *Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using online resources.

22 resources as well as Defined Stem 4th Grade Science Map/Pacing Guide W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics. 4.OA.A.1 Interpret a multiplication equation

23 as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

24 Topics & Standards Quarter 4 4th Grade Science Map/Pacing Guide Key Concepts & Vocabulary Conductor, Energy,Heat, Insulator, Temperature, Transformation PHYSICAL SCIENCE (4.PS.2) (weeks 1-4) Energy can be transformed from one form to another or can be transformed from one location to another. Observe situations, conduct demonstrations and record data about the energy transfer from hot objects to cold objects as heat, resulting in a temperature change. Make predictions about the heat conductivity of different materials. Key Concepts & Vocabulary Electricity, Electrical, Conductivity, Electrical Conductor, Electrical Insulator. Electrical Circuit, Electrical Energy, Energy Transfer, Flow, Forms of Energy (Light, heat, sound and motion), Magnetism Time Frame (Q-4) Weeks PHYSICAL SCIENCE (4.PS.2) (weeks 5-9) Energy can be transformed from one form to another or can be transferred from one location to another. Demonstrate and explain that electric circuits require a complete loop of conducting materials through which electrical energy can be transferred. Demonstrate and explain how electrical energy in circuits can be transformed to other forms of energy, including light, heat, sound and motion. Demonstrate and explain that when a wire conducts electricity, the wire has magnetic properties and can push and/or pull magnets. Curriculum Units with Assessment (Evidence)) UBD Framework Unit: Opportunities for Integration ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing Resources (Curriculum /Textbook) Inspire Science Textbook Grade 4 book Module: Types of Energy Lesson: Types of Energy Transfer Technology, Other/ Differentiation Discovery Education: Heat Transmission: Conduction, Convection, Radiation [2:35] Basics of Physics: Exploring Heat - The following clips: Heat and Temperature [2:30]

25 PHYSICAL SCIENCE (4.PS.2) Energy can be transformed from one form to another or can be transformed from one location to another. Formative/Summative 4-7 performance tasks that reach DOK level 4 AND/OR 3-5 FATPs / RAFTs At least 1 GRASP per quarter At least 1 Common Short Cycle per quarter *Assessments located within unit *Be sure to use the Inspire curriculum assessments resources as well as Defined Stem 4th Grade Science Map/Pacing Guide inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2 Write informative/explanato ry texts to examine a topic and convey ideas and information clearly. W.4.7 Conduct short research projects that build knowledge through investigation Lesson: Transfer of Energy by Electricity Lesson: Transfer of Energy by Light *Be sure to use the chapter module opening, videos, & games Temperature Scales [3:27] Measuring Heat [3:27] Heat Transfer [2:18] Warm to Cold: The Movement of Heat [1:47] Ohio Department of Education - Science: LearningStandards/Science AIR Practice Site *Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using online resources.

26 of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics. 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as

27 a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

28 (Q-4) Weeks PHYSICAL SCIENCE (4.PS.2) Energy can be transformed from one form to another or can be transferred from one location to another. UBD Framework Unit: Formative/Summative 4-7 performance tasks that reach DOK level 4 AND/OR 3-5 FATPs / RAFTs At least 1 GRASP per quarter At least 1 Common Short Cycle per quarter *Assessments located within unit *Be sure to use the Inspire curriculum assessments resources as well as Defined Stem 4th Grade Science Map/Pacing Guide ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2 Write informative/explanato ry texts to examine a topic and convey Inspire Science Textbook Grade 4 book Module: Types of Energy Lesson: Types of Energy Transfer Lesson: Transfer of Energy by Electricity Lesson: Transfer of Energy by Light *Be sure to use the chapter module opening, videos, & games Discovery Education: Electricity and Magnetism: Current Electricity(16:58) Hot Line: All About Electricity (15:00) A First Look: Electricity ( 2 0 :0 0 ) Websites/Simulations Resource for Electricity ages/h204kids.swf Static Electricity Circuits Circuits, Conductors and Insulators ircuits_conductors.shtml Lemon Battery pod.shtml Electromagnet Magnets and Electromagnets

29 ideas and information clearly. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2 Reason abstractly and quantitatively Ohio Department of Education - Science: LearningStandards/Science AIR Practice Site *Be sure to use the Inspiring All Students for differentiation which is located under lesson plan using online resources.

30 MP.4 Model with mathematics. 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity.

31 Assess the reasonableness of answers using mental computation and estimation strategies including rounding.