Essential
Unit
of
Study

Title:
Changing
Earth



Subject:

Science



























































Grade:
Fourth










________9
weeks
(from______to
_______)































Approximate
Time
Frame:
24
days


Unit
Design
Status:
Initial
Draft
Date:
9/16/08











Revised
Draft
Date:

7/21/10



Important
Dates:


Unit
Summary:

In
this
unit,
students
use
models,
tools,
and
inquiry
to
study
properties
and
patterns
in

Earth
materials
and
among
the
Sun,
Earth,
and
Moon
systems.
Students
will
collect
and

analyze
data
that
allow
them
to
understand
the
fundamental
concepts
of
these
systems.




Students
will
know
that
Earth
materials
have
properties
that
are
constantly
changing
due

to
Earth’s
forces.
They
will
observe
and
identify
the
slow
changes
made
to
the
Earth’s

surface
from
water,
wind,
and
ice
through
the
processes
of
weathering,
erosion,
and

deposition.

Students
will
also
identify
and
classify
Earth’s
renewable
resources
(air,
plants,

animals,
and
water)
and
nonrenewable
resources
(coal,
oil,
minerals,
and
natural
gas),
and

their
importance
in
conserving
our
natural
resources
for
future
generations.



Students
will
identify
and
predict
patterns
of
change
that
occur
within
the
Sun,
Earth,
and

Moon
system
that
are
observed
in
a
day
(shadows,
tides),
a
month
(appearance
of
the

moon),
and
within
a
year
(seasons).







Leander
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1




Desired
Results

Big
Ideas:

• Constancy
and
Change
occur
in
systems,
can
be
measured
and
observed
as
patterns,
and
can
be
used
to

make
predictions.

• Properties
and
patterns
are
used
to
describe
objects,
systems,
events,
and
organisms. 

• Models
are
tools
for
understanding
the
natural
world
and
have
limitations.

TEKS:

Scientific
Investigation
and
Reasoning

4.1




The
student
conducts
classroom
and
outdoor
investigations,
following
home
and
school
safety
procedures

and
environmentally
appropriate
and
ethical
practices.
The
student
is
expected
to:

(A)
demonstrate
safe
practices
and
the
use
of
safety
equipment
as
described
in
the
Texas
Safety













Standards
during
classroom
and
outdoor
investigations;

(B)
make
informed
choices
in
the
use
and
conservation
of
natural
resources
and
reusing
and
recycling
















of
materials
such
as
paper,
aluminum,
glass,
cans,
and
plastic.

4.2




The
student
uses
scientific
inquiry
methods
during
laboratory
and
outdoor
investigations.
The
student
is

expected
to:

(A)
plan
and
implement
descriptive
investigations,
including
asking
well‐defined
questions,
making

inferences,
and
selecting
and
using
appropriate
equipment
or
technology
to
answer
his/her
questions;

(B)
collect
and
record
data
by
observing
and
measuring,
using
the
metric
system,
and
using
descriptive

words
and
numerals
such
as
labeled
drawings,
writing,
and
concept
maps;

(C)
construct
simple
tables,
charts,
bar
graphs,
and
maps
using
tools
and
current
technology
to
organize,

examine,
and
evaluate
data;

(D)
analyze
data
and
interpret
patterns
to
construct
reasonable
explanations
from
data
that
can
be

observed
and
measured;

(F)
communicate
valid
oral
and
written
results
supported
by
data.

4.3




The
student
uses
critical
thinking
and
scientific
problem
solving
to
make
informed
decisions.
The
student

is
expected
to:

(A)
in
all
fields
of
science,
analyze,
evaluate,
and
critique
scientific
explanations
by
using
empirical

evidence,
logical
reasoning,
and
experimental
and
observational
testing,
including
examining
all
sides
of

scientific
evidence
of
those
scientific
explanations,
so
as
to
encourage
critical
thinking
by
the
student;

(C)
represent
the
natural
world
using
models
such
as
rivers,
stream
tables,
or
fossils
and
identify
their

limitations,
including
accuracy
and
size;

(D)
connect
grade‐level
appropriate
science
concepts
with
the
history
of
science,
science
careers,
and

contributions
of
scientists.

4.4




The
student
knows
how
to
use
a
variety
of
tools,
materials,
equipment,
and
models
to
conduct
science

inquiry.
The
student
is
expected
to:

(A)

collect,
record,
and
analyze
information
using
tools,
including
calculators,
microscopes,
cameras,

computers,
hand
lenses,
metric
rulers,
Celsius
thermometers,
mirrors,
spring
scales,
pan
balances,
triple

beam
balances,
graduated
cylinders,
beakers,
hot
plates,
meter
sticks,
compasses,
magnets,
collecting
nets,

and
notebooks;
timing
devices,
including
clocks
and
stopwatches;
and
materials
to
support
observation
of

habitats
of
organisms
such
as
terrariums
and
aquariums.

(B)


use
safety
equipment
as
appropriate,
including
safety
goggles
and
gloves.

Earth
and
Space




4.7




The
students
know
that
Earth
consists
of
useful
resources
and
its
surface
is
constantly
changing.
The

student
is
expected
to:

(B)

observe
and
identify
slow
changes
to
Earth’s
surface
caused
by
weathering,
erosion,
and
deposition

from
water,
wind,
and
ice.

(C)

identify
and
classify
Earth’s
renewable
resources,
including
air,
plants,
water,
and
animals;
and

nonrenewable
resources,
including
coal,
oil,
and
natural
gas;
and
the
importance
of
conservation.

4.8





Earth
and
space.
The
student
knows
that
there
are
recognizable
patterns
in
the
natural
world
and
among

the
Sun,
Earth,
and
Moon
system.
The
student
is
expected
to:

(C)

collect
and
analyze
data
to
identify
sequences
and
predict
patterns
of
change
in
shadows,
tides,

seasons,
and
the
observable
appearance
of
the
Moon
over
time.




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2




Understandings:
 Essential
Questions:

Students
will
understand
that…
 Overarching


• Properties
and
patterns
help
us
to
identify
and
 • How
does
the
study
of
properties
and
patterns

describe
objects,
systems
and
events
in
the
 help
us
to
understand
the
natural
world?

natural
world.
 • How
do
forces
cause
change?

• Models
are
tools
used
for
understanding
the
 • How
does
the
Earth
change?

natural
world
and
have
limitations.
 • How
does
the
Earth
remain
constant?

• Gravity
is
a
force
that
causes
change.
 • How
do
models
help
us
understand
patterns
and

• Slow
changes
to
the
Earth’s
surface
caused
by
 change?

weathering,
erosion,
and
deposition
from
water,
 

wind,
and
ice.
 Unit
Specific

• Erosion,
weathering,
and
deposition
are
a
slow
 • How
can
we
collect
and
analyze
data
to
identify

continuous
process
that
build
up
and
breakdown
 sequences
and
predict
patterns
of
change
within

the
Earth’s
surface.
 the
Sun,
Earth,
and
Moon
systems?


 • How
does
the
study
of
Earth
materials
deepen
our

Unit
Specific
 understanding
of
the
natural
world?

• Data
can
be
collected
to
identify
sequences
and
 • To
what
extent,
do
changes
over
time
occur
due

predict
patterns
of
change
in
shadows,
tides,
 to
weathering?
Erosion?
Deposition?

moon
phases,
and
seasons
within
the
Sun,
Moon,
 • Why
is
it
important
to
be
stewards
of
our
natural

and
Earth
system.
 resources?

• Weathering,
erosion,
and
deposition
are
all
slow
 


processes
that
cause
change
to
the
Earth’s

surface.

These
changes
may
appear
different

depending
on
the
element
causing
the
change

(water,
wind,
and
ice).

• It
is
important
to
make
informed
choices
in
the

use
and
conservation
of
our
natural
resources.

Misconceptions:

Students
may
think
that…






Erosion
and
weathering
are
same
thing

• Items
that
are
recyclable
(such
as
a
aluminum
can
or
plastic)
are
always
renewable
resources.

• The
moon
only
appears
at
night.

• Rotation
and
revolution
are
the
same.

Students
will
know…
 Students
will
be
able
to…

• That
the
Earth’s
surface
is
continuously
changing
 • Use
critical
thinking
and
scientific
problem

from
water,
wind,
and
ice.
 solving
to
make
informed
decisions.


• Earth’s
renewable
resources
include
plants,
 • Represent
the
natural
world
using
models
and

animals,
and
water.
 identify
their
limitations.

• Earth’s
nonrenewable
resources
include
minerals,
 • Use
scientific
inquiry
methods.

coal,
oil,
and
natural
gas.
 • Identify
examples
of
slow
changes
to
the
Earth’s

• The
importance
of
conservation
through
reduce,
 surface
caused
by
weathering,
erosion,
and

reuse,
and
recycle.
 deposition.

• The
Moon’s
gravitational
pull
on
the
Earth
causes
 • Identify
and
classify
renewable
(air,
water,
plants,

two
low
tides
and
two
high
tides
per
day.

 and
animals)
and
nonrenewable
resources.

• Shadow
length
changes
during
the
day
because
of
 (minerals,
coal,
oil,
minerals,
and
natural
gas)

the
Earth’s
rotation.
 • Make
informed
choices
in
the
use
and

• The
appearance
of
the
Moon
changes
through
out
 conservation
of
natural
resources
through
reuse,

the
month
in
a
predictable
pattern
as
it
revolves
 reduce,
and
recycle.

around
the
Earth.
 • Collect
and
analyze
data
to
predict
changes
in
the

• There
are
four
predictable
seasons
(winter,
 Sun,
Earth,
and
Moon
system.

spring,
summer,
fall)
caused
by
the
tilt
of
the
 • Identify
sequences
and
patterns
of
change
in

Earth’s
axis
and
the
Earth’s
revolution
around
the
 shadows,
tides,
seasons,
and
moon
phases.

Sun.






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3




Evidence

(Assessment
for
and
of)

Performance
Tasks:

Performance
task
is
a
RAFT
that
focuses
on
weathering,
erosion,
and
deposition.

See
Changing
Earth
Common

Assessment,
Teacher’s
Edition,
for
more
details.


Other
Evidence:

(e.g.,
tests,
quizzes,
prompts,
work
samples,
observations,
journals,
dialogue)

• Venn
Diagram

• Class
discussion
questions
related
to
unit
specific
questions
and
essential
questions.

• Science
notebook
entries

• Completed
data
charts
for
lessons

• Informal
Observations



Self
Assessment
and
Reflection:

(e.g.,
student
data
folders,
journals)

• Capacity
Matrix

• Radar
Chart








Leander
ISD






























































































































































































4




Learning
Plan

Pre­assessments:
(Choose
one
of
the
following:)

• KWL

• Statement
Standup

• One
Minute
Quick
Write

• Topic
talk
and
Switch‐teacher
gives
topic,
students
converse
in
pairs
or
groups
of
3,
one
person
responds

and
other(s)
listen,
teacher
roams
and
eavesdrops,
takes
anecdotal
notes,
and
gives
signal
to
switch
talkers

and
listeners.



Differentiation:

Regard
learner
differences
as
inevitable,
important,
and
valuable
in
teaching
and
learning.


• What
level
of
background
knowledge
does
the
student
bring
to
this
experience?

• What
level
of
English
language
proficiency
does
the
student
bring
to
this
experience?

• What
learning
style
or
multiple
intelligence
preference
does
the
student
bring
to
this
experience?


• What
level
of
interest
does
the
student
bring
to
this
experience?







Learning
Experiences:



See
Changing
Earth
Storyline







Vocabulary:
 Resources:

weathering,
erosion,
deposition,
renewable
 • LISD
Changing
Earth
Module

resources,
nonrenewable
resources,
fossil
fuels,
 • LISD
Elementary
Science
Webpage

reduce,
reuse,
recycle,
conserve/conservation,
New
 http://classroom.leanderisd.org/webs/elemsc/home.htm

Moon,
First
Quarter
Moon,
Full
Moon,
Third
 • Harcourt
Science
2000
Textbook

Quarter
Moon,
shadows,
tides,
seasons,
rotation,
 • Harcourt
Ciencia
2000
Textbook

revolution(orbit),
tilt,
axis










Notes/Reflections:










Leander
ISD






























































































































































































5