1. Welcome! After you are comfortable… Make a name tag Move a magnet on the capacity matrix to indicate your experience with 4 th grade science

2. Fourth Grade Science Training NC Essential Standards for Science

3. Glad you’re here! Thank you Code of Cooperation Housekeeping Agenda and Resources Capacity Matrix review

4. Road Signs How does your road sign relate to science education or education in general? Be creative!

5. Today’s Training Introduction - Structure of 4 th Grade Science - Explore Teacher Guides - 5E Learning Cycle - NCES Domains Unifying Themes in 4 th Grade Science Wrap Up

6. Structure of 4 th Grade Science Guided Inquiry; Teacher facilitates, students construct Big Idea: Analyzing Systems & Earth History Prior knowledge from K-3 is utilized Assessment

7. STC and FOSS STC Animal Studies FOSS Magnetism & Electricity Earth Materials Landforms Take just a few moments to explore and compare the structure of the manuals with your table group

8. Venn Diagram STCFOSS

9. The Cycle of Learning Engage Explore Explain Expand Evaluate

10. Learning Cycle ComponentNotebook Entries Engage Focus Question Prediction Record class question I think/predict ___ because…” Explore Plan Observation & Data Record materials and procedures Record observations and data Explain (Making Meaning) Share data, group analysis Claims & Evidence Vocabulary & Content Conclusion “I claim ___ because …” Record or paste in notebook “I learned …” Expand Apply Next Steps or New Questions “If ___ then ___” “I wonder …” or “What about…?” Evaluate Formative assessment, quick write, exit ticket, teacher review of entries

11. Physical Science Domain Grade Level Force and Motion Matter: Properties & Change Energy: Conservation & Transfer Interactions of Energy & Matter K Animals 2x2* *Relative position Investigating Properties x x 1 Balance & MotionComparing & Measuring xx 2 SoundAir & Weather; Solids & Liquids xx 3 Human Body and Objects in the Sky Changes and SoilsChanges and Objects in the Sky x 4 Magnetism & Electricity Magnetism & Electricity and Earth Materials Magnetism & Electricity x 5 Motion & DesignMotion & Design, Inv. Weather Inv. Weather and Ecosystems x

12. Life Science Domain Grade Level Structure and Functions EcosystemsEvolution & Genetics Molecular Biology KAnimals 2 x 2 xxx 1 x Organisms x 2Life cycle of Butterflies x x 3Human BodyPlant Growth & Development xx 4 x Animal Studies x 5Human Body Systems EcosystemsHuman Body Systems x

13. Earth Science Domain Grade Level Earth in the UniverseEarth Systems, Structures & Processes Earth History KxWeatherx 1xPebbles, Sand & Siltx 2Air & Weather* *Moon Observations Air & Weatherx 3Objects in the SkyObjects in the Sky and Soils x 4xxEarth Materials and Landforms 5xInv. Weatherx

14. Today’s Training Introduction Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies Wrap Up

15. Landforms

16. Misconception Probe Beach Sand

17. Student Misconceptions Students have difficulty comprehending the length of time it takes for mountains to erode. (scale) Many think the Earth today is the same as it has always been and that changes to the Earth (such as the formation of a beach) were sudden and comprehensive. Ault Freyberg

18. Vertical Alignment In Kindergarten, students observe and describe various objects based on their properties and how they are used. In 1 st, students observe and describe the physical properties of Earth materials that make them useful in different ways. In 2 nd, students conduct investigations to build an understanding of the properties of air (a mixture of gases).

19. Vertical Alignment In 3 rd, students observe properties of soils including color, texture, and the capacity to retain water. In 4 th, students conduct investigations to build an understanding of the processes that change the surface of the Earth slowly and rapidly.

20. Essential Question for the Unit How do interactions between forces cause changes in landforms over time?

21. NC Essential Standards 4.E.2 Understand the use of fossils and changes in the surface of the Earth as evidence of the history of the Earth and its changing life forms. 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction.

22. Clarifying Objectives 4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms. 4.E.2.2 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.

23. Clarifying Objectives 4.E.2.3 Give examples of how the surface of the Earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. 4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire).

24. Processes that Shape the Earth’s Surface Slow ProcessesRapid Processes Weathering *Flood ErosionLandslides Glaciers*Volcanic Eruptions* Wind*Earthquakes* *Supplemental Lessons in CMAPP

25. Stream Tables Erosion Flat Standard Water Source Food Coloring Flood Flat Flood Water Source Slope (Landslide) Wooden angle (slope) Standard Water Source Deposition Flat Standard Water Source

26. Glaciers Plucking Hitch-hikers Abrasion

27. Fossils Infer ideas about Earth’s early environments

28. Unit Resources Misconception Probe FOSS Landforms Teacher Guide FOSS Science Stories Supplemental Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content FOSS web - Teacher Prep Videos - Online nonfiction readers

29. Plan Ahead! Prep sand and powdered clay mixture for stream tables. Stream table stackable storage. Gather or request additional supplies for supplemental lessons. Cover desks/tables with newspaper. Take investigations outdoors when possible.

30. Quick Write What resonated with you? What are your next steps? What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

31. Today’s Training Introduction Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies Wrap Up

32. Earth Materials

33. Kit Inventory What color is it? Where have you seen it before OR what does it remind you of? How do you think we will use it in science?

34. Misconception Probe Is It a Rock?

35. Student Misconceptions Specimens were only rocks if they were large, heavy, and jagged. Smaller fragments were described as stones. Children believed that rocks are made of only one material, but they applied the word intuitively to mineral samples as well. Children classified rock specimens as crystal rocks when they were attractive in appearance. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

36. Vertical Alignment In Kindergarten, students observe and describe various objects based on their properties and how they are used. In 1 st, students observe and describe the physical properties of Earth materials that make them useful in different ways. In 2 nd, students conduct investigations to build an understanding of the properties of air (a mixture of gases).

37. Vertical Alignment In 3 rd, students observe properties of soils including color, texture, and the capacity to retain water. In 4 th, students conduct investigations to build an understanding of physical properties of minerals such as hardness, color, luster, cleavage, and streak. They also classify rocks as metamorphic, sedimentary, or igneous.

38. Essential Question for the Unit In what ways can we observe, test, and identify the properties of rocks and minerals?

39. NC Essential Standards 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. 4.E.2 Understand the use of fossils and changes in the surface of the Earth as evidence of the history of Earth and its changing life forms.

40. Clarifying Objectives 4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire). 4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage, and streak.

41. Clarifying Objectives 4.P.2.3 Classify rocks as metamorphic, sedimentary or igneous based on their composition, how they are formed and the processes that create them. 4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms. 4.E.2.2 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.

42. Investigating Mock Rocks Introduce Geologist. Engage geo--ologist geologist

43. Investigating Mock Rocks Focus Question What are the properties a geologist might use to describe rocks? Engage

44. Investigating Mock Rocks Prediction “ I think/predict…because…” Engage

45. Investigating Mock Rocks Introduce mock rocks. Challenge is to describe rock in detail. Introduce tools & procedures. Introduce diameter, circumference, and depth. Explore

46. Investigating Mock Rocks Students make surface observations – sketch or trace mock rock. Students make measurements and record data. Explore

47. Investigating Mock Rocks Review properties of mock rocks. Invite students to share their observations. Pairs can trade data and try to match data with mock rocks on display. Explain

48. Investigating Mock Rocks Facilitate discussion: What are some tools scientists [geologists] use to study rocks? What information does each tool provide? What kind of information is important to include in notes? How is a mock rock like/different from a real rock? Explain

49. Investigating Mock Rocks Conclusion “Today, I learned…” Explain

50. Investigating Mock Rocks Application “If…then…” New Questions “I wonder…” “What about…?” Expand

51. Investigating Mock Rocks Did students use tools correctly? Accurate observations recorded? Use of vocabulary in notebook entry? Did students add details to their notes for clarity? Monitor student responses during making meaning. Evaluate

52. Taking Rocks Apart Use nail as a geologist’s pick. Break rock in half and share with a teammate. Separate and sort ingredients. Think about… Rock vs. Mineral

53. Testing for Hardness Mohs’ Scale 1 Talc (softest) 2 Gypsum 3 Calcite 4 Fluorite 5 Apatite 6 Orthoclase 7 Quartz 8 Topaz 9 Corundum 10 Diamond (hardest) fingernail penny paperclip *A fingernail can be scratched by the penny and the paperclip; the paperclip cannot be scratched by either tool.

54. Collecting & Analyzing Data MineralTool How many tools could scratch this mineral? PaperclipPennyFingernail 1. CalciteYES NO2 2. QuartzNO 0 3. GypsumYES 3 4. FluoriteYESNO 1 ClaimEvidence Quartz is the hardest mineral sample in this set. None of the tools could scratch the quartz sample. Gypsum is the softest mineral sample in this set. All of the tools could scratch the gypsum sample.

55. Unit Resources Misconception Probe FOSS Earth Materials Teacher Guide Supplemental Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content FOSS web - Teacher Prep Videos - Online nonfiction readers

56. Plan Ahead! Mock Rocks need to be made 1 week before the investigation. Check condition of rock and mineral samples. How old is the vinegar? Is the reference tray in order? Stackable material trays

57. Quick Write What resonated with you? What are your next steps? What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

58. Today’s Training Introduction Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies Wrap Up

59. Magnetism & Electricity

60. Misconception Probe Batteries, Bulbs, and Wire Magnets in Water

61. Batteries, Bulbs, and Wires Kirsten has a battery and small bulbs. She wonders how many strips of wire she will need to connect the battery and the bulb so that the bulb will light. Magnets in Water Four friends were wondering if a magnet could pick up steel paper clips in water.

62. Student Misconceptions Many K-8 students are not aware of the bipolarity of batteries and light bulbs. Some students will regard one wire as “active” and the second wire as a “safety wire.” Research has shown that students are inclined to link gravity with magnetism.

63. Vertical Alignment In Kindergarten, students observe and describe the relative position of organisms and give examples of different ways organisms move. In 1 st, students conduct investigations to build an understanding of balanced forces, pushes, and pulls. In 2 nd, students investigate and describe how moving air interacts with objects. They also conduct investigations to build an understanding of the relationship between sound and vibrating objects.

64. Vertical Alignment In 3 rd, students conduct investigations to build an understanding of forces that affect motion and the effects of gravity on any object on or near the Earth. In 4 th, students make observations to build an understanding of magnetic force and motion produced by electrically charged objects. In 5 th, students conduct investigations to build an understanding of factors such as gravity, friction, and a change in mass affect the motion of objects.

65. Essential Question for the Unit How do magnetism and electricity work and how can they work together?

66. NC Essential Standards 4.P.1 Explain how various forces affect the motion of an object. 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.

67. Clarifying Objectives 4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.

68. Clarifying Objectives 4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire. 4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.

69. Breaking the Force # of spacers# of washers 0 1 2 # of spacers # of washers 3 4 5 SKIP!

73. Schematic Drawing of a Complete Circuit Symbol for D-Cell (source) Symbol for Light bulb (receiver)

74. Data Collection CONTROL CIRCUIT 1 D-cell battery 1 Light bulb2 wires SCORE TEST ONE 1 D-cell battery2 light bulbs3 wires TEST TWO 2 D-cell batteries 2 light bulbs4 wires TEST THREE 2 D-cell batteries 1 light bulb3 wires 3: Brighter than the control 2: Same as the control 1: Less than the control 0: No light

75. Unit Resources Misconception Probe FOSS Magnetism & Electricity Teacher Guide Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content FOSS web - Teacher Prep Videos - Online nonfiction readers

76. Plan Ahead! Check batteries! Do additional wires need to be cut and stripped? How are the bulbs? Battery storage and disposal

77. Quick Write What resonated with you? What are your next steps? What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

78. Today’s Training Introduction Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies Wrap Up

79. Animal Studies

80. Misconception Probe What will happen to the divos? What will your students’ answers tell you about their preconceptions and understanding?

81. Student Misconceptions Only 4 out of 39 15 year old students categorized pictures of animals and non-animals as a biologist would. Students tended to believe that only large animals are consumers. Students aged 7 to 11 accept wild organisms as animals although some think these are fed and cared for by people. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

82. Vertical Alignment In Kindergarten, students make observations to build an understanding of similarities and differences among animals. In 1 st grade, students build aquaria and terraria to build an understanding of the needs of plants and animals. In 2 nd grade, students observe the life cycle of butterflies.

83. Vertical Alignment In 3 rd grade, students conduct investigations to build an understanding of plant life cycles and adaptations. In 4 th grade, students make observations of animals to build an understanding of animal behavior and adaptations. In 5 th grade, students conduct investigations to build an understanding of the interdependence of plants and animals.

84. Essential Question for the Unit How do animals change and adapt in order to survive within their habitats?

85. NC Essential Standards 4.L.1 Understand the effects of environmental changes, adaptations, and behaviors that enable animals to survive in changing habitats. 4.L.2 Understand food and the benefits of vitamins, minerals, and exercise.

86. Clarifying Objectives 4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful. 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. 4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats.

87. Clarifying Objectives 4.L.2.1 Classify substances as food or non-food items based on their ability to provide energy and materials for survival, growth, and repair of the body. 4.L.2.2 Explain the role of vitamins, minerals, and exercise in maintaining a healthy body.

88. In each lesson, students will… Predict needs and behaviors of each animal Build a habitat for each animal Observe and record data on each animal Care for each animal by meeting their needs daily

89. Data Collection CharacteristicObservation Size Color Shape Body covering Body structure Movement

90. Animal care Stagger arrival of organisms Be prepared to care for organisms until placement in the habitat Treat water Space issues? Complete the section on each animal and dismantle habitats. Avoid keeping habitats in direct sunlight or near a window if it is cold Nonrelease of organisms

91. When the Frogs Arrive Before: Treated/spring water in holding pails On arrival: 1.Open top of bag to get water to room temp. 2. Pour frogs in shipping water into an empty pail 3. Scoop, replace, repeat in 15 min. intervals 4. Transfer frogs with dipping net…careful, they jump! 5. Store safely away from heat and light.

92. Frog Troubleshooting Use spring water instead of treated water for the freshest water possible Frogs are temperature sensitive! Scoop, dump, and replace 1 cup of water everyday Feeding: Less is more; feed only the amount frogs can eat in 2-3 minutes, then scoop and dump any leftovers If it stinks, start over!

93. When the Crabs Arrive Before: 1.Holding pail with treated/spring water and Instant Ocean; allow to come to room temp. 2. Add sloped sand to an empty pail; add treated water by cupful until 1.5 cm deep. 3. Repeat with a second holding pail and check water in a few hours; add more if needed. On arrival: 1. Open bags and pour out water; carefully pour each bag of crabs into a pail. 2. Feed the crabs. 3. Safely store crabs away from heat and light; do not store for more than 2 days.

94. Crab Troubleshooting Crabs are delicate- do not let students handle them Males will compete if placed together Food: “Less is more”- only feed as much as crabs can eat in 5 min. and then remove Crabs will bury food; watch for this Replace some water every day Crabs are temperature and humidity sensitive- do not place near air units Mantra: If it stinks, start over!

95. When the Millipedes Arrive Before: 1. Punch air holes in holding pail 2. Add soil and leaf litter On Arrival: 1. Scoop millipedes into pail from shipping container 2. Mist the container with water from spray bottles 3. Feed millipedes if they are to be left for more than a day 4. Store safely away from heat and light

96. Millipede Troubleshooting Millipedes have no reason to leave their habitat as long as their needs are being met Moisture levels are important; think damp forest floor; too wet or too dry = escaping critters! Mushrooms are a favorite food but millipedes can live on leaf litter and rotten logs exclusively Millipedes generally arrive hungry; feed them soon after arrival

97. Technical Drawing

98. Making Meaning Beware anthropomorphizing! Example: The little crab runs from the big crab because he’s scared; the big crab is a bully Make sure that students are not inferring causality but simply stating facts Example: The frogs keep banging against the side of the tank because they want to get out

99. Unit Resources Misconception Probe STC Animal Studies Teacher Guide Supplemental Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content Premium Content - www.carolinacurriculum.com - Log in with: wakecounty@carolina.com - Password: wakecounty

100. Quick Write What resonated with you? What are your next steps? What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

101. Today’s Training Introduction Unifying Themes in 5 th Grade Science Wrap Up - Questions - Reflection - Leave Forms!

102. Please be in touch! Walter Harris Elementary Science CT wharris@wcpss.net