Big Idea: Inspiration Sparks Innovation
Grade Level: 4th Grade
Description: Students will explore and use their imagination in order to
create change in the world around them.
Math Lesson
Topic Solving Area and
Perimeter
Objective(s) 1. Students will be able to create
polygons and find the area and
perimeter of each using 1 square
unit graph paper.
2. Students will be able to
determine the difference
between area and perimeter.
3. Using real-world problems,
students will be able to apply the
area and perimeter formula and
display their findings.
Standards IAS: 4.M.4: Apply the area and
perimeter formulas for
rectangles to solve real-world
problems and other
mathematical problems.
Science Lesson 1
Exploring the layers of
the Earth
1. Students will create a 3D
model of the Earth's layers.
2. Students will be able to
identify and describe the
three layers of the Earth.
3. Students will be able to
explain why the Earth’s
plates move.
4.ESS.3 Describe how
geological forces change the
shape of the land suddenly
and over time.
Rationale: Students use their imagination daily to create and solve
different complex problems. By developing their creative innovation skills,
students are able to obtain abilities that will help them better change the
world.
Writing Lesson
Developing voice in
expressive writing
1. Students will draft a
narrative incorporating a
predetermined voice of their
choice.
2. Students will be able to
draft a narrative that supports
their previous knowledge on
the Earth's formation.
4.W.3.3 Write narrative
compositions in a variety of
forms that ...
4.W.4 Apply the writing
process to – • Generate a
draft by developing, selecting
and organizing ideas relevant
to topic, purpose, and genre;
revise to improve writing,
using appropriate reference
materials.
4.ESS.3 Describe how
geological forces change the
shape of the land suddenly
and over time.
Reading Lesson
Uncovering Text-
features in a variety a
Non-fiction texts
1. Students will be able to
identify different text features
within an article.
2. Students will be able to
apply their knowledge of text
features in real-world
applications.
3. Students will create a text
feature reference tool that
supports their understanding
on the topic.
4.RN.3.1 Apply knowledge
of text features to locate
information and gain
meaning from a text (e.g.,
charts, tables, graphs,
headings, subheadings,
font/format).
Science Lesson 2
Volcanoes and
Earthquakes changing
the Earth
1. Students will be able to
determine how earthquakes
and volcanoes are created.
2. Students will be able to
create a visual representation
of plates shifting due to an
earthquake.
4.ESS.3 Describe how
geological forces change the
shape of the land suddenly an
d over time.
Materials - Zachary Zormer: A - Apples - YouTube - Ipads - Volcano/ earthquake
Shape Transformer - YouTube Ice Age - Paper/ pencil - Text feature pictures worksheet
Book video - Clipboards - Real world tangible - Volcano experiment
- IPads - M&Ms - Background pictures items ingredients listed in link
- 1 square unit graph - Jumbo Marshmallows (google) - Magazines/ articles https://www.thoughtco.com/ba
paper - Crushed graham - Guided reading king-soda-volcano-science-
- Pencil crackers articles fair-project-602202
- Chart on ipads - Recording sheet: - Paper plate
Earth/ Tectonic Plates - Scissors
- desks

Body/ Read- Aloud: Apple Slicing: Show voice character Text-feature envelope Crazy footage of volcanoes
Activities Zachary Zormer: A Shape Cut the apple in half in front video: picture find (game) erupting
Transformer of the students. https://www.youtube.com/w --- ---.
- Ask about what they “Why do you think this is like atch?v=rV9odpHu7to Mini-lesson: Connecting the learning:
already know about the Earth?” --- Text features briefly talk again about how the
area/ perimeter. --- Introduce Voice: Guided Reading Groups: plates move and why.
--- Instruction: What do you think of when Group 1&3: Volcanoes/ Earthquakes:
Instruction: Introduce key terms on the you hear ‘voice’ in writing? “Are You A Fortnite Addict? Pass out worksheet- ask
Create A/P anchor chart carpet (core, mantle, crust, --- https://www.nytimes.com/20 students what they know about
--- shifting plates). Share personal example: 18/05/02/learning/are-you-a- volcanoes and earthquakes.
Interior Design Activity: --- - Teenage Girl talking fortnite-addict.html Allow natural conversation to
- Show students teacher Apple Labeling: about the layers of Group 2: flow.
example. Students will work with a the Earth. “Taking Stock of Sea ----Activity 1
- Model the first few partner to label their apple --- Life”(Marine) Split class into pairs/ answer
examples/ have them with the layers of the Earth. Model for students: http://teacher.scholastic.com/ the questions on worksheet.
follow along --- What did I include that made scholasticnews/magazines/s Make predictions.
- Allow them to work on Tectonic Plates: this piece my own voice? cienceworld/pdfs/SW- ----Simulation 1
their own. Show this short video: --- 110810-MARINE.pdf Have students stand behind
- Walk around answering https://www.youtube.com/wat Writing: Group 4: the line while they watch the
questions. ch?v=kwfNGatxUJI Have students work on their “Reefs in Peril” volcano simulation. Then have
--- “Why do the plates move?” own. https://www.scholastic.com/c them fill out the worksheet with
Clips: - Show a picture Student Conferences: ontent/dam/teachers/blogs/m the response.
Students will begin to create comparing then and Meet with students at a need- ary-blow/migrated- ---Activity 2/ Simulation 2
their clips explaining how they now pictures of the be basis. Select a few files/reefs_in_peril_science_ Then, they will make their
got their answers/ calculations. tectonic plates. students to meet with first world_article.pdf predictions about earthquakes.
--- Earth’s Layers Activity: and go from there. Centers: Begin earthquake simulation.
Present: Explain the food activity. --- BINGO, non-fiction book Fill out the rest of the
Have students present their work Core- M&M Sharing: exploration, real-world items worksheet.
in front of the class using AirPlay Mantle- jumbo marshmallow Whole Group- pull up a discovery ---Closure
Crust- crushed graham picture on Google for them to Why is it important we know
cracker stand in front of while why the Earth's plates shift?

Assessment Questions, listening to student
responses, walking around the
classroom and observing, data
chart, graph paper interior
design sheet. Room Video Clips
Safety The teacher will create a warm
and welcoming environment that
does not make any student feel
put down or less valued. They
will have many opportunities to
explore and self-express, a safe
atmosphere will be available to
them.
Time 45-50 minutes
What would happen if the
Earth’s plates did not shift?
Ice Age Video Clip”
https://www.youtube.com/wat
ch?v=zocutif0cQY
Walking around, asking
questions, student response,
layers of the Earth/ plate
tectonic worksheet, apple
labeling, Earth's layers treat.
Students will be given clear
instructions on where they
can complete their work.
They will be instructed to use
the toothpick only for the
apple, not to stab themselves
or others around them.
Also, students with allergies
are noted on and will steer
clear of any ingredients they
are allergic to.
45 minutes
presenting their work.
Walking around the
classroom, questions,
student discussion, their final
writing piece
The students will encourage
one another when they go up
and present their work. They
will work quietly at their
designated work space and
keep their hands to
themselves.
45 minutes
Questions, listening to
student responses, walking
around the classroom and
observing, Detective Booklet,
clips
The students are instructed
to walk quietly and slowly to
each center/ while they are
exploring different text
features around the
classroom.
60-65 minutes
Walking around, questions,
student response, earthquake/
volcano worksheet,
observations
Students are told to walk
slowly to and from the carpet
to their desks. There will be no
pushing or shoving throughout
any of the activities.
When the students are
watching the volcano
simulation, they will be
instructed to stand behind the
tape line designated by the
teacher.
45 minutes