1. Earth: our home

2. EARTH, sun, and moon

3. Click on picture for video
Do now:
Objective:
Which planet is the third distance away from the sun?
How the planet’s distance from the sun determines whether inhabitable (livable)?
Click on picture for video

4. EARTH’s Cycle
Readiness: Popcorn Reading Discussion: Define pattern, cycle, axis, rotate, gravity, and hemisphere. Recall facts about Earth and its moon. “What effects does Earth’s rotation has on daily life?” Performance: Pairs will complete activity sheet on “Cycles and Patterns Related to the Earth, Sun, and Moon.” Transfer: Call-On for answers. Exit ticket: Cycle and Patterns Writing Activity sheet.

5. Definitions Patterns = Repeated process Rotation- spinning around axis
Cycle = daylight and nighttime = one day
Orbit- make one revolution around the sun
Cycle = one year (365 days)
The sun’s gravity (pull) on earth causes it to spin (rotate) on its axis as the Earth orbits the sun. As a result, we have day/night cycle. When a hemisphere (half or side) of Earth is facing the sun, there is daylight. When a hemisphere is turn away farthest from the sun, it is in darkness and this is known as night.

6. Reading maps geography theme: place and location
Key terms: Absolute location, hemisphere
Do Now: Use the colored map to label and complete your blank map/handout.
Readiness: Identify elements of a map (i.e. continents, poles, equator, prime meridian, hemispheres, etc.)
Discussion: Describe map elements and terms. Discuss latitude and longitude.
Performance: Construct World Map. Identify and locate places on the map using longitude and latitude coordinates.
Transfer: Complete landform handout.

7. Do now
Explain and give examples for the following:
What is Energy?
Types of Energy
What is solar energy?

8. Light or solar Energy
Readiness: Give examples of sources of light energy.
Discussion: What is a solar eclipse and safety measures when observing one.
Performance: Group Activity: Solar energy handout
Transfer: Review solar eclipse safety measures.

9. Solar eclipse Readiness: Solar Eclipse Brochure.
Discussion: What is a solar eclipse and safety measures when observing one.
Performance: Group Activity: Pinhole Camera or Projector
Transfer: Review solar eclipse safety measures.

10. Solar eclipse Do Now: Readiness: Discuss brochure answers.
Solar Eclipse Brochure. Fill out what you observed (from watch live footage of the eclipse). Explain Include what you saw and the temperature observed from yesterday’s observation.
On loose leaf paper, write definitions from the board.
Readiness: Discuss brochure answers.
Discussion: What is Scientific Inquiry?
Performance: Group Activity: Scientific Inquiry Handout
Transfer: Review answers.
Solar eclipse

11. The sun, EARTH, AND THE MOON
Objective:
Compare and Contrast lunar and solar eclipse.
Identify and explain the moon phases.
DO NOW: Eclipses
Readiness: Vocabulary Quiz on Eclipses.
Delivery: Distribute and explain graphic organizers.
Performance:
Students will utilize graphic organizer to compare a solar and lunar eclipse
Students will learn about the phases of the moon
Students will draw different phases of the moon and predict on a calendar the next phase.
Transfer: Justify Answers.

12. seasons
OBJECTIVE:
Diagram the movement of the Moon around Earth and the movement of Earth around the Sun
Identify the relationship between Earth’s tilt and revolution and the seasons
DO NOW: What Causes the Seasons and Why?
DELIVERY:
Build background knowledge about Earth’s orbit
Correct faulty reasoning in a given response
Sketch the position and tilt of Earth in the four seasons
..\..\Downloads\task---science---grade-4---seasons.docx
PERFORMANCE:
Interpret data
Explain daylight time variations in different locations.
Locate position on a globe based on data TRANSFER: Justify Answers

13. RUBRIC
Key Elements:
Response correctly compares the seasons of summer and winter in the cities.
Response cites evidence from the graph to support comparisons.
Response correctly explains what causes the differences in seasons.
Response correctly diagrams Earth’s position in relation to the sun for Sydney, Australia, and New York, New York.
4 Points
Response includes all four key elements.
Response contains no scientific errors.
3 Points
Response includes three of the four key elements.
Response may include scientific errors.
2 Points
Response includes two of the four key elements.
1 Point
Response includes one of the four key elements.

14. Reading the Globe

15. Latitude and longitude
Do Now: Video “Latitude and Longitude”.
How does latitude and longitude grid system helps find your absolute location?
Readiness: Geographic Theme: Location. Discuss difference between relative and absolute location
Delivery: Demonstrate using latitude and longitude to find location.
Performance: Using longitude and latitude to locate places on the map.
Transfer: Four Corners.

16. What are latitude and longitude lines?
Imaginary lines that divide the Earth
Visible lines that divide the Earth
Long and short lines that divide the Earth
ANSWER: A

17. True or False? The equator is the main line of longitude.
ANSWER: B. False
The equator is runs east to west and therefore, is the main line of latitude.
Latitude measures north and south of the equator

18. This is the main line of longitude.
Equator
Northern hemisphere
Prime meridian
ANSWER: C. Prime meridian.
Longitude lines run north and south and measure distance from east
and west of the prime meridian.

19. _____________________lines run from East to West
_____________________lines run from East to West. They measure distances north and south of the equator.
Latitude
Longitude
ANSWER: A. Latitude

20. _____________________lines run from North to South
_____________________lines run from North to South. They measure distances east and west of the equator.
Latitude
Longitude
ANSWER: B. Longitude

21. Erosion and wEATHERING

22. eROSION AGENDA Do Now (Observation)
Objectives:
Obtain, evaluate, and communicate information; Analyze and interpret data
Ask questions that can be investigated and predict reasonable outcomes about how living things affect the physical characteristics of their environment
AGENDA
Do Now (Observation)
Readiness (Question) Delivery (Hypothesis)
Performance (Experiment)
Transfer (Analysis and Conclusion)

23. Cars buried in sand from Hurricane Sandy, Nov. 7, 2012
Cars buried in sand from Hurricane Sandy, Nov. 7, The storm surge created widespread flooding, power outages, and devastation on Long Beach, New York. (Photo: Andrea Booher/FEMA)

24. hYPOTHESIS
Students will independently read the article found at
After reading the article, formulate your hypothesis of what is erosion and how it can be controlled.

25. Experiment
In collaborative groups, students research erosion using a variety of sources then construct and complete the scientific method and RACE handouts.

26. Analysis and Conclusion
Groups will present and justify their conclusions of what causes erosion, and what methods are being used to control erosion.
They will refer to key questions and
Support their answers with the information gained from their research.

27. OBSERVATION: Study the Map Below

28. What is your HYPOTHESIS to these questions?
key questions:
What causes erosion?
How do humans contribute to the erosion process?
What are humans doing to control or reduce the erosion process?
What is your HYPOTHESIS to these questions?

29. Research experiment
Describe at least four pieces of data this map details.
Discuss the ideas as a class.
Students then choose one area marked as “severely eroding” and research the causes of the erosion and the steps that are being taken to prevent land loss.